Show simple item record

dc.contributor.authorKanerva, Kaisa
dc.contributor.authorKiistala, Ilkka
dc.contributor.authorKalakoski, Virpi
dc.contributor.authorHirvonen, Riikka
dc.contributor.authorAhonen, Timo
dc.contributor.authorKiuru, Noona
dc.date.accessioned2019-11-27T07:24:36Z
dc.date.available2020-05-17T21:35:14Z
dc.date.issued2019fi
dc.identifier.citationKanerva, 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. <em>Applied Cognitive Psychology</em>, 33 (6), 1224-1237. <a href="https://doi.org/10.1002/acp.3569">doi:10.1002/acp.3569</a>fi
dc.identifier.otherTUTKAID_81461
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/66533
dc.description.abstractCognitive 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.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherJohn Wiley & Sons Ltd.
dc.relation.ispartofseriesApplied Cognitive Psychology
dc.rightsIn Copyright
dc.subject.otherlapset (ikäryhmät)fi
dc.subject.otherkognitiiviset taidotfi
dc.subject.othersuoriutuminenfi
dc.subject.othertyömuistifi
dc.subject.otherluokkatyöskentelyfi
dc.subject.othertaulutietokoneetfi
dc.subject.otheradolescentsfi
dc.subject.otherassessmentfi
dc.subject.otherscholastic skillsfi
dc.subject.otherworking memoryfi
dc.titleThe feasibility of working memory tablet tasks in predicting scholastic skills in classroom settingsfi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201911254997
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologia
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-11-25T13:15:10Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1224-1237
dc.relation.issn0888-4080
dc.relation.numberinseries6
dc.relation.volume33
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 John Wiley & Sons, Ltd
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1002/acp.3569


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

In Copyright
Except where otherwise noted, this item's license is described as In Copyright