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St Clair‐Thompson Helen, Stevens Ruth, Hunt Alexandra & Bolder Emma (2010). « Improving children's working memory and classroom performance ». Educational Psychology, vol. 30, n° 2, p. 203–219. ISSN 0144-3410. En ligne : <http://www.tandfonline. ... .1080/01443410903509259>. 
Added by: Catherine Reverdy (25 Jul 2013 11:52:07 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/01443410903509259
ID no. (ISBN etc.): 0144-3410
BibTeX citation key: StClairThompson2010
Categories: Apprentissages et psychologie
Subcategories: Neurosciences et éducation
Keywords: neurosciences
Creators: Bolder, Hunt, St Clair‐Thompson, Stevens
Collection: Educational Psychology
Views: 899/1104
Views index: 13%
Popularity index: 3.25%
URLs     http://www.tandfon ... /01443410903509259
Previous research has demonstrated close relationships between working memory and children's scholastic attainment. The aim of the present study was to explore a method of improving working memory, using memory strategy training. Two hundred and fifty‐four children aged five to eight years were tested on measures of the phonological loop, visuo‐spatial sketchpad and central executive components of the multiple component model of working memory. Subgroups of children also completed tasks of following instructions and mental arithmetic in the classroom, and standardised tests of reading, arithmetic and mathematics. Half of the children then used Memory Booster, a computer game that teaches memory strategies, over a period of six to eight weeks. All the children were then retested on the memory and ability measures. The standardised tests were also administered five months later. The results revealed that working memory strategy training resulted in significant improvements in tasks assessing the phonological loop and central executive components of working memory, and tasks assessing following instructions and mental arithmetic in the classroom. However, no improvements were observed on standardised tests of reading, arithmetic or mathematics, either immediately following training or five months later. The results are discussed in terms of implications for educational practice.
Added by: Catherine Reverdy  
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