Document Detail

Working memory and cognitive styles in adolescents' attainment.
MedLine Citation:
PMID:  20334735     Owner:  NLM     Status:  MEDLINE    
BACKGROUND: Working memory, the ability to store and process information, is strongly related to learning outcomes.
AIMS: The aim of the present study is to extend previous research on early learning and investigate the relationship between working memory, cognitive styles, and attainment in adolescents using both national curriculum tests and teacher-based assessments.
SAMPLE: A group of 164 13-year-olds from a school in England were recruited.
METHODS: They took tests of working memory and cognitive styles. The school provided the attainment scores.
RESULTS: Working memory was found to be the predictor of learning outcomes in English, Maths, and Science, as well as all teacher assessments. There was also a significant interplay between working memory, styles, and attainment. For students with high working memory, their style preference does not impact attainment. Students most at risk were analytics with low working memory as they performed worse in the most subjects.
CONCLUSIONS: The findings suggest that the interplay between working memory and cognitive styles can be useful in developing suitable interventions to support students.
Tracy Packiam Alloway; Gloria E Banner; Patrick Smith
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Publication Detail:
Type:  Journal Article; Research Support, Non-U.S. Gov't     Date:  2010-03-23
Journal Detail:
Title:  The British journal of educational psychology     Volume:  80     ISSN:  0007-0998     ISO Abbreviation:  Br J Educ Psychol     Publication Date:  2010 Dec 
Date Detail:
Created Date:  2010-10-20     Completed Date:  2011-01-13     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  0370636     Medline TA:  Br J Educ Psychol     Country:  England    
Other Details:
Languages:  eng     Pagination:  567-81     Citation Subset:  IM    
University of Stirling, UK.
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MeSH Terms
Adolescent Psychology*
Concept Formation*
Mathematics / education
Memory, Short-Term*
Pattern Recognition, Visual*
Science / education
Verbal Learning*

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