Profiles of Working Memory for Educational Research

教育研究工作记忆概况

• 批准号: 10436806
• 负责人: Shelley I, PHD, CCC-SLP Gray
• 金额: $ 66.08万
• 依托单位: ARIZONA STATE UNIVERSITY-TEMPE CAMPUS
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-02-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10436806
• 关键词: Academic achievement; Academic skills; Age; Basic Science; Child; Computers; Data; Development; Diagnostic tests; Dropout; Dyslexia; Education; Educational Models; Employment Opportunities; Failure; Fostering; Goals; Growth; Health; Individual; Instruction; Intelligence; Intervention; Knowledge; Language; Language Development Disorders; Learning; Learning Disabilities; Life Expectancy; Link; Long-Term Effects; Longitudinal Studies; Modeling; Oral; Outcome; Performance; Process; Publishing; Reading; Research; Research Personnel; Rest; School Drop-Outs; Science; Short-Term Memory; Structure; Student Dropouts; Testing; Time; Translations; Work; base; child battery; clinical practice; cognitive ability; comorbidity; course development; design; disability; elementary school; evidence base; high school; improved; individualized medicine; innovation; insight; kindergarten; longitudinal design; novel strategies; peer; personalized approach; precision medicine; psychologic; sixth grade; specific language impairment; success

We need new approaches for reducing the academic failure rate of children with learning disabilities that causes many to drop out of school. The long-term effects of dropping out of school include poor employment opportunities linked to poor health outcomes (Egerter et al., 2009) and lower life expectancy (Begier, Li, & Meduro, 2013). We propose that new instructional approaches based on a child's working memory profile can improve learning. Working memory encompasses an individual's ability to process and store incoming information over short periods. It is a powerful predictor of learning (Alloway, 2009; Maehler & Schuchardt, 2016). We think that by knowing a child's working memory profile, interventions and instructional approaches can be tailored to take advantage of working memory strengths and weaknesses. This approach aligns with new initiatives promoting precision medicine whereby basic science, diagnostic testing, and evidence-based knowledge are used to individualize treatment (Porche, 2015). The success of this precision approach rests on (a) our ability to comprehensively assess working memory in children, (b) a clear understanding of how working memory develops over time in children with and without learning disabilities, and (c) how working memory and other cognitive abilities, such and oral language and intelligence, interact over the course of development. These goals and the steps to achieve them are the focus of our project. In our initial R01 we developed and tested a new, comprehensive, computer-administered working memory battery for children with second graders from three states. In this renewal project we will utilize an accelerated longitudinal design to follow children with typical development (TD), dyslexia, and comorbid dyslexia and developmental language disorder (DLD) from kindergarten through 6th grade. Our project will shift current research and clinical practice paradigms by providing (a) new, empirically tested longitudinal models of working memory in children; (b) new information about the initial status and growth trajectory of working memory from kindergarten through 6th grade; (c) new information about the longitudinal relations among working memory, cognitive abilities, and academic performance over time, and (d) norms for the Comprehensive Assessment Battery for Children – Working Memory so that results can be used by researchers, educators, and clinicians to tailor interventions and instruction. This will be the first comprehensive, longitudinal study of working memory in children in the U.S.

我们需要新的方法来降低学习障碍儿童的学习失败率， 导致许多人辍学。辍学的长期影响包括糟糕的就业。 与不良健康结果相关的机会(Egerter等人，2009)和较低的预期寿命(Begier，Li& 梅杜罗，2013)。我们建议，基于儿童工作记忆特征的新教学方法可以 提高学习效率。工作记忆包括个体处理和存储输入信息的能力 短时间内的信息。它是学习的有力预测者(Alloway，2009；Maehler&Schuchardt， 2016)。我们认为，通过了解儿童的工作记忆概况、干预措施和教学方法 可以量身定做，利用工作记忆的长处和短处。此方法符合以下要求 促进精准医学的新举措，使基础科学、诊断检测和循证 知识被用于个体化治疗(Porche，2015)。这种精确方法的成功取决于 (A)我们全面评估儿童工作记忆的能力，(B)清楚地了解如何 有和没有学习障碍的儿童的工作记忆随着时间的推移而发展，以及(C)如何工作 记忆和其他认知能力，如口语和智力，在整个过程中相互作用 发展。这些目标和实现这些目标的步骤是我们项目的重点。在我们最初的R01中，我们 开发并测试了一种新的、全面的、计算机管理的工作记忆电池，适用于患有以下疾病的儿童 来自三个州的二年级学生。在这个更新项目中，我们将利用加速的纵向设计来 跟踪有典型发育障碍(TD)、阅读障碍、阅读障碍和发育性语言障碍的儿童 从幼儿园到六年级的障碍(DLD)。我们的项目将改变当前的研究和临床实践 通过提供(A)新的、经验证的儿童工作记忆纵向模型；(B)新的 从幼儿园到6岁的工作记忆的初始状态和发展轨迹信息 (C)关于工作记忆、认知能力和工作能力之间纵向关系的新信息 随时间推移的学习成绩，以及(D)儿童综合评估组合的规范-- 工作记忆，以便研究人员、教育工作者和临床医生可以使用结果来定制干预措施 和指示。这将是第一次对儿童工作记忆进行全面、纵向的研究。 美国