NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1007768
Record Type: Journal
Publication Date: 2013-Feb
Pages: 7
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1041-6080
Working Memory Capacity in Preschool Children Contributes to the Acquisition of School Relevant Precursor Skills
Pressler, Anna-Lena; Krajewski, Kristin; Hasselhorn, Marcus
Learning and Individual Differences, v23 p138-144 Feb 2013
The aim of the present study was to investigate whether preschool children with limitations in the visual or phonological working memory are disadvantaged in the acquisition of school relevant precursor skills at school entry. A sample of 92 children was divided into three subgroups depending on their performance in visual and phonological working memory tasks in their last year before school entry (T[subscript 1]). At T[subscript 1] the children were tested on cognitive measures as well as quantity-number competencies and phonological awareness tasks. Shortly after school entry (T[subscript 2]), the precursor skills were assessed again. The findings indicate that preschool children with reduced phonological working memory capacity show weaker numerical competencies before school entry and weaker phonological awareness skills at the beginning of school compared to an unimpaired control group. On the other hand, visual working memory limitations in preschool only affect numerical competencies before and particularly after school entry. (Contains 4 tables.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A