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Volume :38 Issue : 4 2010      Add To Cart                                                                    Download

The Role of Visio-spatial and Verbal Working Memory in Academic Performance among

Auther : Abdrabo Soliman

The current study aimed at exploring the extent to which performance on a number of Working Memory (WM) tasks predict pupils academic performance, detecting gender differences in WM performance, and examining the relationship between WM performance, academic achievement, and age. A sample of 286 pupils (117 boys and 169 girls) was administered on six WM tasks that measure both verbal and visual spatial WM, and it was compared with the students average scores in Arabic, English, and arithmetic across an entire academic term. Results showed that performance on WM tasks increases as a function of age, and that the males performed much better than females on all of the WM tasks. Results demonstrated also that there were significant positive correlations between performance on WM tasks, age, and the pupils academic achievement in all three scholastic subjects, but these correlations varied with the types of WM tasks, gender (male-female), and age. Additionally, performance scores on WM was predictable interchangeably on all of the three academic subjects (Arabic, English and arithmetic) in this cultural setting.

Key words: Working Memory (WM), Visio Spatial WM, Verbal WM, Academic performance, Arabic, English, and arithmetic.

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