Working Memory, Attention, and Processing Speed Predict Academic Achievement

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dc.contributor.authorJones, Alicia
dc.contributor.authorSpurgin, Angelia
dc.contributor.authorMiller, Daniel
dc.contributor.authorMaricle, Denise E.
dc.date.accessioned2016-02-02T16:52:36Z
dc.date.available2016-02-02T16:52:36Z
dc.date.issued2015-11-05
dc.descriptionPoster presentation at the National Academy of Neuropsychology Conference in November 2015 in Austin, Texasen_US
dc.description.abstractThe purpose of this study was to determine if the relationship among working memory, attention, and processing speed differentially contributes to areas of academic achievement (i.e., reading, writing, mathematics, and oral language). It has been found that working memory, attention, and processing speed often influence each other (Baddeley, 2003; Burns, Nettelbeck, & McPherson, 2009; Vergauwe, Camos, & Barrouillet, 2014). The literature also suggests that working memory, attention, and processing speed differentially impact various areas of academic achievement (Kail, 2007; Miller, 2013). A study conducted by Fournier (2014) indicated a significant relationship between working memory and attention that was predictive of other cognitive processes. The current study focused on the collective impact of all three neurocognitive constructs on academic achievement to determine if similar results would be observed.en_US
dc.identifier.urihttp://hdl.handle.net/11274/7504
dc.language.isoen_USen_US
dc.subjectworking memoryen_US
dc.subjectattentionen_US
dc.subjectprocessing speeden_US
dc.subjectacademic achievementen_US
dc.titleWorking Memory, Attention, and Processing Speed Predict Academic Achievementen_US
dc.typePosteren_US

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