Series Editor:
Gary Phye, Iowa State University, Ames, U.S.A.
Edited by
Susan Pickering, Lecturer in Psychology, Graduate School of Education, University of Bristol, U.K.
Description
Psychologists have been trying to understand the factors that underpin children's success and failure in different educational domains
for many years. One psychological function that has been found to play an important role in educational achievement is 'working memory',
the processes involved in the temporary maintenance and manipulation of information. This book provides the reader with an up-to-date
review of the research that has identified how working memory relates to academic attainment in: reading, reading comprehension, arithmetic
and writing, as well as looking at how children with difficulties relating to hearing impairment and attention deficits differ in terms
of their working memory. Other chapters focus on how working memory is called upon in classroom settings, how working memory can be assessed,
and approaches to remediation. The opening chapter of the book provides an account of working memory from the architect of the model
that has dominated psychological theory for over two decades. This book is a valuable resource for psychologists, educationalists, and
anyone seeking to understand more about the cognitive basis of educational achievement in children.
Included in series
Educational Psychology
Audience:
Cognitive, developmental and educational psychologists, both undergraduate and postgraduate, practicing psychologists (and trainee practicing
psychologists). Educationalists and educators with an interest in psychology.
