The Effects of Verbal Working Memory Span and Attentional Control on the Upper Primary School Students’ Reading Scores
作者: 张 潇 ：西南大学心理学部，重庆;
Abstract: During the primary school years, students’ verbal working memory span and attentional control have made a rapid development, especially in the upper grades. Verbal working memory span and attentional control are key factors which affect the academic achievement, but it is scarcely known whether and how they affect students’ reading scores. In this study, the experimental paradigms of reading span task and Stroop color word naming task are used to in-depth analyze the effects of verbal working memory span and attentional control on primary school students’ reading scores. The cluster sample of 150 upper primary students (third, fourth and fifth grade) was investigated. The results are as follows: 1) Verbal working memory capacity has a significant impact on the rapid language reading achievement. 2) The reading scores of students who have higher attention control capability are better than the lower ones. 3) The effect of the interaction of verbal working memory span and attentional control on the reading scores is not significant.
文章引用: 张 潇 (2015) 言语工作记忆容量、注意控制对小学高年级学生阅读成绩的影响。 心理学进展， 5， 7-13. doi: 10.12677/AP.2015.51002
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