Working Memory and School Readiness in Preschoolers

Abstract The main goals of the study were to replicate and measure the test-retest reliability of a previously used preschool working memory task, to analyze the relationship between working memory and school readiness above and beyond attention and an indicator of overall development, and to invest...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Swayze, Madison [verfasserIn] Dexter, Casey

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2017

Schlagwörter:	Working memory School readiness

Anmerkung:	© California Association of School Psychologists 2017

Übergeordnetes Werk:	Enthalten in: Contemporary school psychology - New York, NY [u.a.] : Springer, 1996, 22(2017), 3 vom: 24. Juli, Seite 313-323
Übergeordnetes Werk:	volume:22 ; year:2017 ; number:3 ; day:24 ; month:07 ; pages:313-323

Links:	Volltext

DOI / URN:	10.1007/s40688-017-0145-y

Katalog-ID:	SPR037410547

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allfields	10.1007/s40688-017-0145-y doi (DE-627)SPR037410547 (SPR)s40688-017-0145-y-e DE-627 ger DE-627 rakwb eng Swayze, Madison verfasserin aut Working Memory and School Readiness in Preschoolers 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © California Association of School Psychologists 2017 Abstract The main goals of the study were to replicate and measure the test-retest reliability of a previously used preschool working memory task, to analyze the relationship between working memory and school readiness above and beyond attention and an indicator of overall development, and to investigate these relationships for gender differences. Participants included 40 (20 girls and 20 boys) 3- and 4-year olds, and testing was broken into two sessions spaced 1 week apart. The test-retest reliability of preschool working memory was found to be r = .60. Further analyses demonstrated that while attention and working memory were significantly correlated with one another, working memory was a significant predictor of school readiness above and beyond the predictive ability of children’s sustained attention. Specifically, for boys, working memory was a significant predictor of school readiness above and beyond both attention and developmental status, but this was not the case for girls. These findings highlight the utility of this preschool working memory methodology as well as the importance of working memory above and beyond other related constructs at this stage of child development. Additionally, and perhaps worthy of consideration in future research, these findings also suggest notable gender-based differences in working memory during the preschool period. Working memory (dpeaa)DE-He213 School readiness (dpeaa)DE-He213 Dexter, Casey aut Enthalten in Contemporary school psychology New York, NY [u.a.] : Springer, 1996 22(2017), 3 vom: 24. Juli, Seite 313-323 (DE-627)684131269 (DE-600)2647171-1 2161-1505 nnns volume:22 year:2017 number:3 day:24 month:07 pages:313-323 https://dx.doi.org/10.1007/s40688-017-0145-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 22 2017 3 24 07 313-323
spelling	10.1007/s40688-017-0145-y doi (DE-627)SPR037410547 (SPR)s40688-017-0145-y-e DE-627 ger DE-627 rakwb eng Swayze, Madison verfasserin aut Working Memory and School Readiness in Preschoolers 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © California Association of School Psychologists 2017 Abstract The main goals of the study were to replicate and measure the test-retest reliability of a previously used preschool working memory task, to analyze the relationship between working memory and school readiness above and beyond attention and an indicator of overall development, and to investigate these relationships for gender differences. Participants included 40 (20 girls and 20 boys) 3- and 4-year olds, and testing was broken into two sessions spaced 1 week apart. The test-retest reliability of preschool working memory was found to be r = .60. Further analyses demonstrated that while attention and working memory were significantly correlated with one another, working memory was a significant predictor of school readiness above and beyond the predictive ability of children’s sustained attention. Specifically, for boys, working memory was a significant predictor of school readiness above and beyond both attention and developmental status, but this was not the case for girls. These findings highlight the utility of this preschool working memory methodology as well as the importance of working memory above and beyond other related constructs at this stage of child development. Additionally, and perhaps worthy of consideration in future research, these findings also suggest notable gender-based differences in working memory during the preschool period. Working memory (dpeaa)DE-He213 School readiness (dpeaa)DE-He213 Dexter, Casey aut Enthalten in Contemporary school psychology New York, NY [u.a.] : Springer, 1996 22(2017), 3 vom: 24. Juli, Seite 313-323 (DE-627)684131269 (DE-600)2647171-1 2161-1505 nnns volume:22 year:2017 number:3 day:24 month:07 pages:313-323 https://dx.doi.org/10.1007/s40688-017-0145-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 22 2017 3 24 07 313-323
allfields_unstemmed	10.1007/s40688-017-0145-y doi (DE-627)SPR037410547 (SPR)s40688-017-0145-y-e DE-627 ger DE-627 rakwb eng Swayze, Madison verfasserin aut Working Memory and School Readiness in Preschoolers 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © California Association of School Psychologists 2017 Abstract The main goals of the study were to replicate and measure the test-retest reliability of a previously used preschool working memory task, to analyze the relationship between working memory and school readiness above and beyond attention and an indicator of overall development, and to investigate these relationships for gender differences. Participants included 40 (20 girls and 20 boys) 3- and 4-year olds, and testing was broken into two sessions spaced 1 week apart. The test-retest reliability of preschool working memory was found to be r = .60. Further analyses demonstrated that while attention and working memory were significantly correlated with one another, working memory was a significant predictor of school readiness above and beyond the predictive ability of children’s sustained attention. Specifically, for boys, working memory was a significant predictor of school readiness above and beyond both attention and developmental status, but this was not the case for girls. These findings highlight the utility of this preschool working memory methodology as well as the importance of working memory above and beyond other related constructs at this stage of child development. Additionally, and perhaps worthy of consideration in future research, these findings also suggest notable gender-based differences in working memory during the preschool period. Working memory (dpeaa)DE-He213 School readiness (dpeaa)DE-He213 Dexter, Casey aut Enthalten in Contemporary school psychology New York, NY [u.a.] : Springer, 1996 22(2017), 3 vom: 24. Juli, Seite 313-323 (DE-627)684131269 (DE-600)2647171-1 2161-1505 nnns volume:22 year:2017 number:3 day:24 month:07 pages:313-323 https://dx.doi.org/10.1007/s40688-017-0145-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 22 2017 3 24 07 313-323
allfieldsGer	10.1007/s40688-017-0145-y doi (DE-627)SPR037410547 (SPR)s40688-017-0145-y-e DE-627 ger DE-627 rakwb eng Swayze, Madison verfasserin aut Working Memory and School Readiness in Preschoolers 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © California Association of School Psychologists 2017 Abstract The main goals of the study were to replicate and measure the test-retest reliability of a previously used preschool working memory task, to analyze the relationship between working memory and school readiness above and beyond attention and an indicator of overall development, and to investigate these relationships for gender differences. Participants included 40 (20 girls and 20 boys) 3- and 4-year olds, and testing was broken into two sessions spaced 1 week apart. The test-retest reliability of preschool working memory was found to be r = .60. Further analyses demonstrated that while attention and working memory were significantly correlated with one another, working memory was a significant predictor of school readiness above and beyond the predictive ability of children’s sustained attention. Specifically, for boys, working memory was a significant predictor of school readiness above and beyond both attention and developmental status, but this was not the case for girls. These findings highlight the utility of this preschool working memory methodology as well as the importance of working memory above and beyond other related constructs at this stage of child development. Additionally, and perhaps worthy of consideration in future research, these findings also suggest notable gender-based differences in working memory during the preschool period. Working memory (dpeaa)DE-He213 School readiness (dpeaa)DE-He213 Dexter, Casey aut Enthalten in Contemporary school psychology New York, NY [u.a.] : Springer, 1996 22(2017), 3 vom: 24. Juli, Seite 313-323 (DE-627)684131269 (DE-600)2647171-1 2161-1505 nnns volume:22 year:2017 number:3 day:24 month:07 pages:313-323 https://dx.doi.org/10.1007/s40688-017-0145-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 22 2017 3 24 07 313-323
allfieldsSound	10.1007/s40688-017-0145-y doi (DE-627)SPR037410547 (SPR)s40688-017-0145-y-e DE-627 ger DE-627 rakwb eng Swayze, Madison verfasserin aut Working Memory and School Readiness in Preschoolers 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © California Association of School Psychologists 2017 Abstract The main goals of the study were to replicate and measure the test-retest reliability of a previously used preschool working memory task, to analyze the relationship between working memory and school readiness above and beyond attention and an indicator of overall development, and to investigate these relationships for gender differences. Participants included 40 (20 girls and 20 boys) 3- and 4-year olds, and testing was broken into two sessions spaced 1 week apart. The test-retest reliability of preschool working memory was found to be r = .60. Further analyses demonstrated that while attention and working memory were significantly correlated with one another, working memory was a significant predictor of school readiness above and beyond the predictive ability of children’s sustained attention. Specifically, for boys, working memory was a significant predictor of school readiness above and beyond both attention and developmental status, but this was not the case for girls. These findings highlight the utility of this preschool working memory methodology as well as the importance of working memory above and beyond other related constructs at this stage of child development. Additionally, and perhaps worthy of consideration in future research, these findings also suggest notable gender-based differences in working memory during the preschool period. Working memory (dpeaa)DE-He213 School readiness (dpeaa)DE-He213 Dexter, Casey aut Enthalten in Contemporary school psychology New York, NY [u.a.] : Springer, 1996 22(2017), 3 vom: 24. Juli, Seite 313-323 (DE-627)684131269 (DE-600)2647171-1 2161-1505 nnns volume:22 year:2017 number:3 day:24 month:07 pages:313-323 https://dx.doi.org/10.1007/s40688-017-0145-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 22 2017 3 24 07 313-323
language	English
source	Enthalten in Contemporary school psychology 22(2017), 3 vom: 24. Juli, Seite 313-323 volume:22 year:2017 number:3 day:24 month:07 pages:313-323
sourceStr	Enthalten in Contemporary school psychology 22(2017), 3 vom: 24. Juli, Seite 313-323 volume:22 year:2017 number:3 day:24 month:07 pages:313-323
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Working memory School readiness
isfreeaccess_bool	false
container_title	Contemporary school psychology
authorswithroles_txt_mv	Swayze, Madison @@aut@@ Dexter, Casey @@aut@@
publishDateDaySort_date	2017-07-24T00:00:00Z
hierarchy_top_id	684131269
id	SPR037410547
language_de	englisch
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author	Swayze, Madison
spellingShingle	Swayze, Madison misc Working memory misc School readiness Working Memory and School Readiness in Preschoolers
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topic_title	Working Memory and School Readiness in Preschoolers Working memory (dpeaa)DE-He213 School readiness (dpeaa)DE-He213
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title	Working Memory and School Readiness in Preschoolers
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title_sort	working memory and school readiness in preschoolers
title_auth	Working Memory and School Readiness in Preschoolers
abstract	Abstract The main goals of the study were to replicate and measure the test-retest reliability of a previously used preschool working memory task, to analyze the relationship between working memory and school readiness above and beyond attention and an indicator of overall development, and to investigate these relationships for gender differences. Participants included 40 (20 girls and 20 boys) 3- and 4-year olds, and testing was broken into two sessions spaced 1 week apart. The test-retest reliability of preschool working memory was found to be r = .60. Further analyses demonstrated that while attention and working memory were significantly correlated with one another, working memory was a significant predictor of school readiness above and beyond the predictive ability of children’s sustained attention. Specifically, for boys, working memory was a significant predictor of school readiness above and beyond both attention and developmental status, but this was not the case for girls. These findings highlight the utility of this preschool working memory methodology as well as the importance of working memory above and beyond other related constructs at this stage of child development. Additionally, and perhaps worthy of consideration in future research, these findings also suggest notable gender-based differences in working memory during the preschool period. © California Association of School Psychologists 2017
abstractGer	Abstract The main goals of the study were to replicate and measure the test-retest reliability of a previously used preschool working memory task, to analyze the relationship between working memory and school readiness above and beyond attention and an indicator of overall development, and to investigate these relationships for gender differences. Participants included 40 (20 girls and 20 boys) 3- and 4-year olds, and testing was broken into two sessions spaced 1 week apart. The test-retest reliability of preschool working memory was found to be r = .60. Further analyses demonstrated that while attention and working memory were significantly correlated with one another, working memory was a significant predictor of school readiness above and beyond the predictive ability of children’s sustained attention. Specifically, for boys, working memory was a significant predictor of school readiness above and beyond both attention and developmental status, but this was not the case for girls. These findings highlight the utility of this preschool working memory methodology as well as the importance of working memory above and beyond other related constructs at this stage of child development. Additionally, and perhaps worthy of consideration in future research, these findings also suggest notable gender-based differences in working memory during the preschool period. © California Association of School Psychologists 2017
abstract_unstemmed	Abstract The main goals of the study were to replicate and measure the test-retest reliability of a previously used preschool working memory task, to analyze the relationship between working memory and school readiness above and beyond attention and an indicator of overall development, and to investigate these relationships for gender differences. Participants included 40 (20 girls and 20 boys) 3- and 4-year olds, and testing was broken into two sessions spaced 1 week apart. The test-retest reliability of preschool working memory was found to be r = .60. Further analyses demonstrated that while attention and working memory were significantly correlated with one another, working memory was a significant predictor of school readiness above and beyond the predictive ability of children’s sustained attention. Specifically, for boys, working memory was a significant predictor of school readiness above and beyond both attention and developmental status, but this was not the case for girls. These findings highlight the utility of this preschool working memory methodology as well as the importance of working memory above and beyond other related constructs at this stage of child development. Additionally, and perhaps worthy of consideration in future research, these findings also suggest notable gender-based differences in working memory during the preschool period. © California Association of School Psychologists 2017
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title_short	Working Memory and School Readiness in Preschoolers
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up_date	2024-07-03T22:39:31.639Z
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Participants included 40 (20 girls and 20 boys) 3- and 4-year olds, and testing was broken into two sessions spaced 1 week apart. The test-retest reliability of preschool working memory was found to be r = .60. Further analyses demonstrated that while attention and working memory were significantly correlated with one another, working memory was a significant predictor of school readiness above and beyond the predictive ability of children’s sustained attention. Specifically, for boys, working memory was a significant predictor of school readiness above and beyond both attention and developmental status, but this was not the case for girls. These findings highlight the utility of this preschool working memory methodology as well as the importance of working memory above and beyond other related constructs at this stage of child development. 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