Changes in verbal and visuospatial working memory from Grade 1 to Grade 3 of primary school: Population longitudinal study
Changes in verbal and visuospatial working memory from Grade 1 to Grade 3 of primary school: Population longitudinal study
复制标题
小学一年级至三年级言语和视觉空间工作记忆的变化：人群纵向研究
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Melissa Wake
中科院分区：
文献类型：
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作者：
E. Nicolaou;Jon Quach;J. Lum;Gehan Roberts;Gehan Roberts;M. Spencer;S. Gathercole;Peter J. Anderson;Peter J. Anderson;Fiona Mensah;Fiona Mensah;Melissa Wake;Melissa Wake
背景
BACKGROUND
Adaptive working memory training is being implemented without an adequate understanding of developmental trajectories of working memory. We aimed to quantify from Grade 1 to Grade 3 of primary school (1) changes in verbal and visuospatial working memory and (2) whether low verbal and visuospatial working memory in Grade 1 predicts low working memory in Grade 3.
METHOD
The study design includes a population-based longitudinal study of 1,802 children (66% uptake from all 2,747 Grade 1 students) at 44 randomly selected primary schools in Melbourne, Australia. Backwards Digit Recall (verbal working memory) and Mister X (visuospatial working memory) screening measures from the Automated Working Memory Assessment (M = 100; SD = 15) were used to assess Grades 1 and 3 (ages 6-7 and 8-9 years) students. Low working memory was defined as ≥1 standard deviation below the standard score mean. Descriptive statistics addressed Aim 1, and predictive parameters addressed Aim 2.
RESULTS
One thousand seventy (59%) of 1802 Grade 1 participants were reassessed in Grade 3. As expected for typically developing children, group mean standard scores were similar in Grades 1 and 3 for verbal, visuospatial, and overall working memory, but group mean raw scores increased markedly. Compared to "not low" children, those classified as having low working memory in Grade 1 showed much larger increases in both standard and raw scores across verbal, visuospatial, and overall working memory. Sensitivity was very low for Grade 1 low working memory predicting Grade 3 low classifications.
CONCLUSION
Although mean changes in working memory standard scores between Grades 1 and 3 were minimal, we found that individual development varied widely, with marked natural resolution by Grade 3 in children who initially had low working memory. This may render brain-training interventions ineffective in the early school year ages, particularly if (as population-based programmes usually mandate) selection occurs within a screening paradigm.
影响因子：
3.7
作者：
Holmes, Joni;Gathercole, Susan E.;Dunning, Darren L.
通讯作者：
Dunning, Darren L.