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- W2003341059 abstract "Background. Working memory, the ability to store and process information, is strongly related to learning outcomes. Aims. The aim of the present study is to extend previous research on early learning and investigate the relationship between working memory, cognitive styles, and attainment in adolescents using both national curriculum tests and teacher‐based assessments. Sample. A group of 164 13‐year‐olds from a school in England were recruited. Methods. They took tests of working memory and cognitive styles. The school provided the attainment scores. Results. Working memory was found to be the predictor of learning outcomes in English, Maths, and Science, as well as all teacher assessments. There was also a significant interplay between working memory, styles, and attainment. For students with high working memory, their style preference does not impact attainment. Students most at risk were analytics with low working memory as they performed worse in the most subjects. Conclusions. The findings suggest that the interplay between working memory and cognitive styles can be useful in developing suitable interventions to support students." @default.
- W2003341059 created "2016-06-24" @default.
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- W2003341059 date "2010-12-01" @default.
- W2003341059 modified "2023-10-16" @default.
- W2003341059 title "Working memory and cognitive styles in adolescents' attainment" @default.
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- W2003341059 doi "https://doi.org/10.1348/000709910x494566" @default.
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