Individual differences in children's working memory and writing skill

被引：181

作者：

Swanson, HL ^{[1
]}

Berninger, VW ^{[1
]}

机构：

[1] UNIV WASHINGTON, SEATTLE, WA 98195 USA

来源：

JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY | 1996年 / 63卷 / 02期

关键词：

D O I：

10.1006/jecp.1996.0054

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The purpose of this research is to address (a) whether individual differences in working memory (WM) and writing are related to a general or process-specific system, (b) whether WM tasks operate independently of phonological short-term memory (STM) on measures or writing and reading, and (c) whether working memory predicts variance in writing beyond that predicted by reading alone. The present study correlated several WM and phonological STM measures with writing and reading measures. The study showed among the memory measures that a four-factor model reflecting phonological STM, verbal WM span, executive processing, and visual-spatial WM span best fit the multivariate data set. Working memory was correlated significantly with a number of writing measures, particularly those related to text generation. WM measures contributed unique variance to writing that was independent of reading skill, and STM measures best predicted transcription processes and reading recognition, whereas WM measures best predicted text generation and reading comprehension. Both verbal and visual-spatial working memory measures predicted reading comprehension, whereas only WM measures that reflect executive processing significantly predicted writing. In general, the results suggest that individual differences in children's writing reflect a specific capacity system, whereas reading comprehension draws upon a multiple capacity system. (C) 1996 Academic Press, Inc.

引用

页码：358 / 385

页数：28

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