A1 Journal article (refereed)
The feasibility of working memory tablet tasks in predicting scholastic skills in classroom settings (2019)

Kanerva, K., Kiistala, I., Kalakoski, V., Hirvonen, R., Ahonen, T., & Kiuru, N. (2019). The feasibility of working memory tablet tasks in predicting scholastic skills in classroom settings. Applied Cognitive Psychology, 33(6), 1224-1237. https://doi.org/10.1002/acp.3569

JYU authors or editors

Kanerva, Kaisa
Kiuru, Noona
Hirvonen, Riikka
Ahonen, Timo

Publication details

All authors or editors: Kanerva, Kaisa; Kiistala, Ilkka; Kalakoski, Virpi; Hirvonen, Riikka; Ahonen, Timo; Kiuru, Noona

Journal or series: Applied Cognitive Psychology

ISSN: 0888-4080

eISSN: 1099-0720

Publication year: 2019

Volume: 33

Issue number: 6

Pages range: 1224-1237

Publisher: John Wiley & Sons Ltd.

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1002/acp.3569

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/66533

Abstract

Cognitive assessment in natural group settings facilitates data collection but poses threats to the validity. In this study, tablet‐based working memory (WM) tasks, the counting span, and reading span were used in predicting 12‐year‐old children's (N = 837) scholastic skills and fluid intelligence in a classroom with environmental noise. WM tasks had excellent internal consistency, correlated with scholastic skills, and accounted for more of the variance in cognitive performance (grade point average, fluid intelligence, scholastic skills) compared with individually administered (n = 190) digit span task. Furthermore, the multilevel analysis revealed that compared with the classrooms with no noise, when naturally occurring speech or nonspeech types of environmental noises were present during assessment, WM scores or the reliability estimates were not lower. In contrast, when both types of noises were present, the relationships between some of the WM and achievement scores were even stronger. Thus, assessments in natural classroom contexts may promote revealing the individual differences in WM.

Keywords: children (age groups); cognitive skills; performance (coping); working memory; classroom work; tablet computers

Free keywords: adolescents; assessment; scholastic skills

Fields of science: