ArticleJournal of abnormal child psychology2018
Low Working Memory rather than ADHD Symptoms Predicts Poor Academic Achievement in School-Aged Children.
Article in Journal of abnormal child psychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
16 citing papers in PubMed, 41 citations in OpenAlex.
- Article
- Academic Achievement in Children with ADHD: the Role of Processing Speed and Working Memory.Research on child and adolescent psychopathology · 2025Article
- The Ability to Direct Attention in Working Memory Is Not Impaired in Adults With Symptoms of ADHD.Journal of attention disorders · 2025Article
- Exploring the Complexity of Children's Math and Vocabulary Learning: The Role of Cognitive, Dispositional, and Parental Factors.Behavioral sciences (Basel, Switzerland) · 2025Article
- Working Memory Structure in Young Spanish-English Bilingual Children.Bilingualism (Cambridge, England) · 2025Article
- Executive functions in patients with bilateral and unilateral peripheral vestibular dysfunction.Journal of neurology · 2024Article
- Neuropsychological Assessment of the Relationship of Working Memory with K-BIT Matrices and Vocabulary in Normal Development and ADHD Children and Adolescents.Brain sciences · 2023Article
- Central executive training for ADHD: Effects on academic achievement, productivity, and success in the classroom.Neuropsychology · 2022Article
- Utilizing Cognitive Training to Improve Working Memory, Attention, and Impulsivity in School-Aged Children with ADHD and SLD.Brain sciences · 2022Article
- The relationship between executive function, neurodevelopmental disorder traits, and academic achievement in university students.Frontiers in psychology · 2022Article
- Activities of daily living and working memory in pediatric attention-deficit/hyperactivity disorder (ADHD).Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2021Article
- Neural basis of working memory in ADHD: Load versus complexity.NeuroImage. Clinical · 2021Article
- Comparison between conventional and HD-tDCS of the right inferior frontal gyrus in children and adolescents with ADHD.Clinical neurophysiology : official journal of the International Federation of Clinical Neurophysiology · 2020Article
- Which 'Working' Components of Working Memory aren't Working in Youth with ADHD?Journal of abnormal child psychology · 2020Article
- Economical Assessment of Working Memory and Response Inhibition in ADHD Using a CombinedFrontiers in human neuroscience · 2020Article
- A Review of Heterogeneity in Attention Deficit/Hyperactivity Disorder (ADHD).Frontiers in human neuroscience · 2019Review
Corrections and comments
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Authors and funding
4 authors at 4 institutions in 2 countries.
Funding
Abstract
This study examined whether working memory (WM), inattentive symptoms, and/or hyperactive/impulsive symptoms significantly contributed to academic, behavioral, and global functioning in 8-year-old children. One-hundred-sixty 8-year-old children (75.6% male), who were originally recruited as preschoolers, completed subtests from the Wechsler Intelligence Scale for Children-Fourth Edition, Integrated and Wechsler Individual Achievement Test-Second Edition to assess WM and academic achievement, respectively. Teachers rated children's academic and behavioral functioning using the Vanderbilt Rating Scale. Global functioning, as rated by clinicians, was assessed by the Children's Global Assessment Scale. Multiple linear regressions were completed to determine the extent to which WM (auditory-verbal and visual-spatial) and/or inattentive and hyperactive/impulsive symptom severity significantly contributed to academic, behavioral, and/or global functioning. Both auditory-verbal and visual-spatial WM but not ADHD symptom severity, significantly and independently contributed to measures of academic achievement (all p < 0.01). In contrast, both WM and inattention symptoms (p < 0.01), but not hyperactivity-impulsivity (p > 0.05) significantly contributed to teacher-ratings of academic functioning. Further, inattention and hyperactivity/impulsivity (p < 0.04), but not WM (p > 0.10) were significantly associated with teacher-ratings of behavioral functioning and clinician-ratings of global functioning. Taken together, it appears that WM in children may be uniquely related to academic skills, but not necessarily to overall behavioral functioning.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.