Department of Psychology, University of Stirling, Stirling FK94LA, UK.
J Exp Child Psychol. 2010 May;106(1):20-9. doi: 10.1016/j.jecp.2009.11.003. Epub 2009 Dec 16.
There is growing evidence for the relationship between working memory and academic attainment. The aim of the current study was to investigate whether working memory is simply a proxy for IQ or whether there is a unique contribution to learning outcomes. The findings indicate that children's working memory skills at 5 years of age were the best predictor of literacy and numeracy 6 years later. IQ, in contrast, accounted for a smaller portion of unique variance to these learning outcomes. The results demonstrate that working memory is not a proxy for IQ but rather represents a dissociable cognitive skill with unique links to academic attainment. Critically, we find that working memory at the start of formal education is a more powerful predictor of subsequent academic success than IQ. This result has important implications for education, particularly with respect to intervention.
越来越多的证据表明工作记忆与学业成绩之间存在关联。本研究旨在探讨工作记忆是否仅仅是智商的代表，或者它是否对学习成绩有独特的贡献。研究结果表明，儿童在 5 岁时的工作记忆技能是 6 年后读写和数学能力的最佳预测指标。相比之下，智商对这些学习成绩的独特差异的解释力较小。研究结果表明，工作记忆不是智商的代表，而是一种可分离的认知技能，与学业成绩有独特的联系。重要的是，我们发现，在正式教育开始时的工作记忆是后续学业成功的更有力预测指标，比智商更为重要。这一结果对教育具有重要意义，特别是在干预方面。
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