The purpose of this study was to examine the relationship between two different working memory task paradigms and academic achievement. Participants were 202 Australian primary-school children who were assessed on the Complex Auditory Span Evaluation (CASE)-a dual-task paradigm-and a reverse digit span paradigm, the number memory reversed test (NMR). Performance was correlated against the participants' National Assessment Program-Literacy and Numeracy (NAPLAN) results. Both the CASE and NMR were significant predictors of academic ability in literacy and numeracy. Whereas there was a significant correlation between the CASE and NMR, the relationship was weak (r=0.18, p=0.012). It was concluded that, although both types of test are related to academic achievement, NMR and dual-task paradigm tasks may be differentially sensitive to the working memory abilities required in different real-world situations. This result has implications for use of such tasks to predict academic performance.
|Number of pages||6|
|Journal||International Journal of School and Cognitive Psychology|
|Publication status||Published - 2014|
Bibliographical noteCopyright the Author(s) 2014. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.
- working Memory
- complex span
- dual-task paradigm
- academic achievement