Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories
Abstract/Contents
- Abstract
- Longitudinal data from the children of the National Longitudinal Survey of Youth (NLSY) were used to assess how well measures of short-term and working memory and attention in early childhood predicted longitudinal growth trajectories in mathematics and reading comprehension. Analyses also examined whether changes in memory and attention were more strongly predictive of changes in academic skills in early childhood than in later childhood. All predictors were significantly associated with academic achievement and years of schooling attained, although the latter was at least partially mediated by predictors’ effect on academic achievement in adolescence. The relationship of working memory and attention with academic outcomes was also found to be strong and positive in early childhood, but non-significant or small and negative in later years. The study results provide support for a “fade-out” hypothesis, which suggests that underlying cognitive capacities predict learning in the early elementary grades, but the relationship fades by late elementary school. These findings suggest that whereas efforts to develop attention and memory may improve academic achievement in the early grades, in the later grades interventions that focus directly on subject matter learning are more likely to improve achievement.
Description
| Type of resource | text |
|---|---|
| Date created | September 2014 |
Creators/Contributors
| Author | Stipek, Deborah |
|---|---|
| Author | Valentino, Rachel |
Subjects
| Subject | Education |
|---|---|
| Subject | memory |
| Subject | academic skills |
| Subject | Math |
| Subject | reading |
| Genre | Article |
Bibliographic information
| Location |
|
|---|---|
| Location | https://purl.stanford.edu/qv252wr4118 |
Access conditions
- Use and reproduction
- User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
Preferred citation
- Preferred Citation
- Stipek, D., Valentino, R. (In Press). Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories. Journal of Psychology.
Collection
Graduate School of Education Open Archive
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- Contact
- stipek@stanford.edu
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