Jarrold,
C., Mackett, N., Hall, D. (2013). Individual differences in processing speed
mediate a relationship between working memory and children's classroom
behaviour. Learning and individual
Differences. http://dx.doi.org
/10.1016/ j.lindif.2013.10.016.
Studies show that poor working memory capacity is associated
with attention problems in a classroom setting. In this study, Jarrold and
colleagues examine the relationship between working memory and classroom
behaviour in more detail by examining three components of working memory: domain-specific
storage capacity, domain-general processing efficiency, and a
supervisory/coordinating function (Bayliss, Jarrold, Gunn, & Baddeley, 2003).
The aim of this study was to understand which of these key factors of working
memory drive the relation between working memory performance and teachers’
ratings of classroom behaviour.
In this study, 47 children in grades 1 and 2 completed
measures of short-term storage capacity only, processing efficiency only, or
working memory incorporating both storage and processing. Teachers completed a
classroom behaviour rating scale for each child. Results revealed that
processing speed was the only significant predictor of individual behaviour in
the classroom, and in particular, inattention.
The authors suggested that speed of processing may have a
relatively general effect on individual behaviour, and this is most easily
observed in terms of problems of attention.
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