Tracy Packiam Alloway

TL;DR: It is found that working memory at the start of formal education is a more powerful predictor of subsequent academic success than IQ, which has important implications for education, particularly with respect to intervention.

TL;DR: This study explored the structure of verbal and visuospatial short-term and working memory in children between ages 4 and 11 years, finding that this model is largely stable across this developmental period, although some evidence exists that the links between the domain-specific visUospatial construct and thedomain-general processing construct were higher in the 4- to- 6-year age group.

TL;DR: It is suggested that working memory skills indexed by complex memory tasks represent an important constraint on the acquisition of skill and knowledge in reading and mathematics.

TL;DR: The measurement model that provided the best fit of the data incorporates constructs that correspond to the central executive, phonological loop, and episodic buffer subcomponents of working memory, plus distinct but associated constructs associated with phonological awareness and nonverbal ability.

TL;DR: The cognitive and behavioral profiles of children with working memory impairments are explored to provide rich new information on the cognitive and Behavioral profiles that characterize children with low working memory.