Changes in verbal and visuospatial working memory from Grade 1 to Grade 3 of primary school: Population longitudinal study.

Autor: Nicolaou E; Murdoch Children's Research Institute, Parkville, Vic, Australia., Quach J; Murdoch Children's Research Institute, Parkville, Vic, Australia.; The University of Melbourne, Melbourne, Vic, Australia., Lum J; Deakin University, Burwood, Vic, Australia., Roberts G; Murdoch Children's Research Institute, Parkville, Vic, Australia.; The University of Melbourne, Melbourne, Vic, Australia.; The Royal Children's Hospital, Parkville, Vic, Australia., Spencer-Smith M; Murdoch Children's Research Institute, Parkville, Vic, Australia.; Monash University, Melbourne, Vic, Australia., Gathercole S; MRC Cognition and Brain Sciences Unit, Cambridge, UK., Anderson PJ; Murdoch Children's Research Institute, Parkville, Vic, Australia.; The University of Melbourne, Melbourne, Vic, Australia.; Monash University, Melbourne, Vic, Australia., Mensah FK; Murdoch Children's Research Institute, Parkville, Vic, Australia.; The University of Melbourne, Melbourne, Vic, Australia.; The Royal Children's Hospital, Parkville, Vic, Australia., Wake M; Murdoch Children's Research Institute, Parkville, Vic, Australia.; The University of Melbourne, Melbourne, Vic, Australia.; The University of Auckland, Auckland, New Zealand.
Jazyk: angličtina
Zdroj: Child: care, health and development [Child Care Health Dev] 2018 May; Vol. 44 (3), pp. 392-400. Date of Electronic Publication: 2017 Dec 11.
DOI: 10.1111/cch.12543
Abstrakt: Background: Adaptive working memory training is being implemented without an adequate understanding of developmental trajectories of working memory. We aimed to quantify from Grade 1 to Grade 3 of primary school (1) changes in verbal and visuospatial working memory and (2) whether low verbal and visuospatial working memory in Grade 1 predicts low working memory in Grade 3.
Method: The study design includes a population-based longitudinal study of 1,802 children (66% uptake from all 2,747 Grade 1 students) at 44 randomly selected primary schools in Melbourne, Australia. Backwards Digit Recall (verbal working memory) and Mister X (visuospatial working memory) screening measures from the Automated Working Memory Assessment (M = 100; SD = 15) were used to assess Grades 1 and 3 (ages 6-7 and 8-9 years) students. Low working memory was defined as ≥1 standard deviation below the standard score mean. Descriptive statistics addressed Aim 1, and predictive parameters addressed Aim 2.
Results: One thousand seventy (59%) of 1802 Grade 1 participants were reassessed in Grade 3. As expected for typically developing children, group mean standard scores were similar in Grades 1 and 3 for verbal, visuospatial, and overall working memory, but group mean raw scores increased markedly. Compared to "not low" children, those classified as having low working memory in Grade 1 showed much larger increases in both standard and raw scores across verbal, visuospatial, and overall working memory. Sensitivity was very low for Grade 1 low working memory predicting Grade 3 low classifications.
Conclusion: Although mean changes in working memory standard scores between Grades 1 and 3 were minimal, we found that individual development varied widely, with marked natural resolution by Grade 3 in children who initially had low working memory. This may render brain-training interventions ineffective in the early school year ages, particularly if (as population-based programmes usually mandate) selection occurs within a screening paradigm.
(© 2017 John Wiley & Sons Ltd.)
Databáze: MEDLINE
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