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Working memory capacity is correlated with learning outcomes in literacy and numeracy. Initial evidence for this relation comes from the correlation between working-memory capacity and reading comprehension, as first observed by Daneman and Carpenter (1980) and confirmed in a later meta-analytic review of several studies. Subsequent work found that working memory performance in primary school children accurately predicted performance in mathematical problem solving. One longitudinal study showed that a child's working memory at 5 years old is a better predictor of academic success than IQ.

Working memory capacity is correlated with learning outcomes in literacy and numeracy. Initial evidence for this relation comes from the correlation between working-memory capacity and reading comprehension, as first observed by Daneman and Carpenter (1980) and confirmed in a later meta-analytic review of several studies. Subsequent work found that working memory performance in primary school children accurately predicted performance in mathematical problem solving. One longitudinal study showed that a child's working memory at 5 years old is a better predictor of academic success than IQ.

工作记忆容量与识字和算术能力的学习结果相关。这种关系的初步证据来自于工作记忆容量和阅读理解之间的相关性，Daneman 和 Carpenter 在1980年首次观察到这一现象，并在后来的几项研究的荟萃分析中得到证实。随后的研究发现，小学生的工作记忆表现能准确地预测数学问题解决的表现。一项追踪研究研究表明，一个孩子5岁时的工作记忆比智商更能预测他的学术成就。

工作记忆容量与识字和算术能力的学习成果相关。这种关系的初步证据来自于工作记忆容量和阅读理解之间的相关性，丹尼曼 Daneman 和 卡朋特 Carpenter 在1980年首次观察到这一现象，在后来的几项研究的综合分析中也得到证实。随后的研究发现小学生的工作记忆表现能准确地预测数学问题解决的表现。一项追踪研究表明，孩子5岁时的工作记忆比智商更能预测他的学术成就。

 

 

In a large-scale screening study, one in ten children in mainstream classrooms were identified with working memory deficits. The majority of them performed very poorly in academic achievements, independent of their IQ.<ref>{{Cite journal|vauthors=Alloway TP, Gathercole SE, Kirkwood H, Elliott J |title=The cognitive and behavioral characteristics of children with low working memory |journal=Child Development |volume=80 |issue=2 |pages=606–21 |year=2009 |pmid=19467014 |doi=10.1111/j.1467-8624.2009.01282.x|hdl=1893/978 |hdl-access=free }}</ref> Similarly, working memory deficits have been identified in national curriculum low-achievers as young as seven years of age.<ref>{{Cite journal|title = Working memory deficits in children with low achievements in the national curriculum at 7 years of age|journal = British Journal of Educational Psychology|date = 2000-06-01|issn = 2044-8279|pages = 177–194|volume = 70|issue = 2|doi = 10.1348/000709900158047|language = en|first1 = Susan E.|last1 = Gathercole|first2 = Susan J.|last2 = Pickering|pmid=10900777}}</ref> Without appropriate intervention, these children lag behind their peers. A recent study of 37 school-age children with significant learning disabilities has shown that working memory capacity at baseline measurement, but not IQ, predicts learning outcomes two years later.<ref>{{Cite journal|first1=Tracy Packiam |last1=Alloway |year=2009 |journal=European Journal of Psychological Assessment |volume=25 |issue=2 |pages=92–8 |doi=10.1027/1015-5759.25.2.92 |title=Working Memory, but Not IQ, Predicts Subsequent Learning in Children with Learning Difficulties|hdl=1893/1005 |hdl-access=free }}</ref> This suggests that working memory impairments are associated with low learning outcomes and constitute a high risk factor for educational underachievement for children. In children with learning disabilities such as [[dyslexia]], [[ADHD]], and developmental coordination disorder, a similar pattern is evident.<ref>{{cite book | last1 = Pickering | first1 = Susan J. | title = Working memory in dyslexia | editor1 = Tracy Packiam Alloway |editor2=Susan E Gathercole | work = Working memory and neurodevelopmental disorders | publisher = Psychology Press | year = 2006 | location = New York, NY | isbn = 978-1-84169-560-0 |oclc =  63692704}}</ref><ref>{{cite book | last1 = Wagner | first1 = Richard K. | last2 = Muse | first2 = Andrea | title = Short-term memory deficits in developmental dyslexia | editor1 = Tracy Packiam Alloway|editor2=Susan E Gathercole | work = Working memory and neurodevelopmental disorders | publisher = Psychology Press | year = 2006 | location = New York, NY | isbn = 978-1-84169-560-0 |oclc =  63692704}}</ref><ref>{{cite book | last1 = Roodenrys  | first1 = Steve  | title = Working memory function in attention deficit hyperactivity disorder | editor1 =  Tracy Packiam Alloway|editor2=Susan E Gathercole | work = orking memory and neurodevelopmental disorders | publisher =  Psychology Press | year =  2006 | location = New York, NY | isbn = 978-1-84169-560-0 |oclc =  63692704}}</ref><ref>{{cite book | last1 = Alloway | first1 = Tracy Packiam | title = Working memory skills in children with developmental coordination disorder | editor1 =  Tracy Packiam Alloway|editor2=Susan E Gathercole | work = orking memory and neurodevelopmental disorders | publisher =  Psychology Press | year =  2006 | location = New York, NY | isbn = 978-1-84169-560-0 |oclc =  63692704}}</ref>

In a large-scale screening study, one in ten children in mainstream classrooms were identified with working memory deficits. The majority of them performed very poorly in academic achievements, independent of their IQ.<ref>{{Cite journal|vauthors=Alloway TP, Gathercole SE, Kirkwood H, Elliott J |title=The cognitive and behavioral characteristics of children with low working memory |journal=Child Development |volume=80 |issue=2 |pages=606–21 |year=2009 |pmid=19467014 |doi=10.1111/j.1467-8624.2009.01282.x|hdl=1893/978 |hdl-access=free }}</ref> Similarly, working memory deficits have been identified in national curriculum low-achievers as young as seven years of age.<ref>{{Cite journal|title = Working memory deficits in children with low achievements in the national curriculum at 7 years of age|journal = British Journal of Educational Psychology|date = 2000-06-01|issn = 2044-8279|pages = 177–194|volume = 70|issue = 2|doi = 10.1348/000709900158047|language = en|first1 = Susan E.|last1 = Gathercole|first2 = Susan J.|last2 = Pickering|pmid=10900777}}</ref> Without appropriate intervention, these children lag behind their peers. A recent study of 37 school-age children with significant learning disabilities has shown that working memory capacity at baseline measurement, but not IQ, predicts learning outcomes two years later.<ref>{{Cite journal|first1=Tracy Packiam |last1=Alloway |year=2009 |journal=European Journal of Psychological Assessment |volume=25 |issue=2 |pages=92–8 |doi=10.1027/1015-5759.25.2.92 |title=Working Memory, but Not IQ, Predicts Subsequent Learning in Children with Learning Difficulties|hdl=1893/1005 |hdl-access=free }}</ref> This suggests that working memory impairments are associated with low learning outcomes and constitute a high risk factor for educational underachievement for children. In children with learning disabilities such as [[dyslexia]], [[ADHD]], and developmental coordination disorder, a similar pattern is evident.<ref>{{cite book | last1 = Pickering | first1 = Susan J. | title = Working memory in dyslexia | editor1 = Tracy Packiam Alloway |editor2=Susan E Gathercole | work = Working memory and neurodevelopmental disorders | publisher = Psychology Press | year = 2006 | location = New York, NY | isbn = 978-1-84169-560-0 |oclc =  63692704}}</ref><ref>{{cite book | last1 = Wagner | first1 = Richard K. | last2 = Muse | first2 = Andrea | title = Short-term memory deficits in developmental dyslexia | editor1 = Tracy Packiam Alloway|editor2=Susan E Gathercole | work = Working memory and neurodevelopmental disorders | publisher = Psychology Press | year = 2006 | location = New York, NY | isbn = 978-1-84169-560-0 |oclc =  63692704}}</ref><ref>{{cite book | last1 = Roodenrys  | first1 = Steve  | title = Working memory function in attention deficit hyperactivity disorder | editor1 =  Tracy Packiam Alloway|editor2=Susan E Gathercole | work = orking memory and neurodevelopmental disorders | publisher =  Psychology Press | year =  2006 | location = New York, NY | isbn = 978-1-84169-560-0 |oclc =  63692704}}</ref><ref>{{cite book | last1 = Alloway | first1 = Tracy Packiam | title = Working memory skills in children with developmental coordination disorder | editor1 =  Tracy Packiam Alloway|editor2=Susan E Gathercole | work = orking memory and neurodevelopmental disorders | publisher =  Psychology Press | year =  2006 | location = New York, NY | isbn = 978-1-84169-560-0 |oclc =  63692704}}</ref>

In a large-scale screening study, one in ten children in mainstream classrooms were identified with working memory deficits. The majority of them performed very poorly in academic achievements, independent of their IQ. Similarly, working memory deficits have been identified in national curriculum low-achievers as young as seven years of age. Without appropriate intervention, these children lag behind their peers. A recent study of 37 school-age children with significant learning disabilities has shown that working memory capacity at baseline measurement, but not IQ, predicts learning outcomes two years later. This suggests that working memory impairments are associated with low learning outcomes and constitute a high risk factor for educational underachievement for children. In children with learning disabilities such as dyslexia, ADHD, and developmental coordination disorder, a similar pattern is evident.

In a large-scale screening study, one in ten children in mainstream classrooms were identified with working memory deficits. The majority of them performed very poorly in academic achievements, independent of their IQ. Similarly, working memory deficits have been identified in national curriculum low-achievers as young as seven years of age. Without appropriate intervention, these children lag behind their peers. A recent study of 37 school-age children with significant learning disabilities has shown that working memory capacity at baseline measurement, but not IQ, predicts learning outcomes two years later. This suggests that working memory impairments are associated with low learning outcomes and constitute a high risk factor for educational underachievement for children. In children with learning disabilities such as dyslexia, ADHD, and developmental coordination disorder, a similar pattern is evident.

 

 

== 与注意力的关系 Relation to attention ==

== 与注意力的关系 Relation to attention ==