Comparison of Two Working Memory Test Paradigms: Correlation with Academic Performance in School-Aged ChildrenSharon Cameron1,2*, Helen Glyde1,2 and Harvey Dillon1,2
- *Corresponding Author:
- Sharon Cameron, PhD
Senior Research Scientist,National Acoustic Laboratories
Australian Hearing Hub, 16 University Avenue
Macquarie University NSW 2109, Australia
Tel: +61 2 9412 6851
Fax: +61 2 9412 6769
E-mail: [email protected]
Received date: May 13, 2014; Accepted date: July 22, 2014; Published date: July 29, 2014
Citation: Sharon Cameron, Helen Glyde,Harvey Dillon (2014) Comparison of Two Working Memory Test Paradigms: Correlation with Academic Performance in School-Aged Children. Int J Sch Cog Psychol 1:110. doi:10.4172/2469-9837.1000110
Copyright: © 2014 Cameron, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
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.