Working memory and cognitive styles in adolescents ’ attainment Tracy Packiam Alloway'*, Gloria E. Banner^ and Patrick Smith^ British Journal of Educational.

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Working memory and cognitive styles in adolescents ’ attainment Tracy Packiam Alloway'*, Gloria E. Banner^ and Patrick Smith^ British Journal of Educational Psychology Impact factor:1.0431

Working memory and cognitive styles in adolescents’ attainmentWorking memory and cognitive styles in adolescents’ attainment

Content Abstract Method Result Terminology

Abstract Background. Working memory, the ability to store and process information, is strongly related to learning outcomes. Aims. The aim of the present study is to extend previous research on early learning and investigate the relationship between working memory, cognitive styles, and attainment in adolescents using both national curriculum tests and teacher-based assessments.

Sample. A group of year- olds from a school in England were recruited. Methods. They took tests of working memory and cognitive styles. The school provided the attainment scores.

Results. Working memory was found to be the predictor of learning outcomes in English, Maths, and Science, as well as all teacher assessments. There was also a significant interplay between working memory, styles, and attainment.

For students with high working memory, their style preference does not impact attainment. Students most at risk were analytics with low working memory as they performed worse in the most subjects.

Conclusions. The findings suggest that the interplay between working memory and cognitive styles can be useful in developing suitable interventions to support students.

Method Participants There were l64 students recruited from an urban state-funded secondary school in the West Midlands, UK (55% boys; mean age = 13.5 years, SD = 6 months; range years). Measure ● Working memory ● Cognitive style ● Attainment

Results ● Descriptive statistics for the cognitive measures and attainment are shown in Table 1. The group was in the low-average for verbal short-term memory and within age expected levels in the other memory measures.

Relationship between working memory, styles, and attainment Correlations among all cognitive and attainment measures are shown in Table 2.

Model statistics, as well as standardized beta values and t statistics, are provided in Table 3.

● Wholistic-analytic style by working memory. ● Verbal-imagery style by working memory. A univariate analysis A MANOVA A separate MANOVA ● Gender, working memory, and attainment.

● In summary, the present study indicates that working memory is crucial to attainment at the secondary level. ● Working memory and cognitive styles do interact to impact learning outcomes and there are clear patterns of strengths and weakness for different learners. ● Early screening of working memory deficits can lead to providing tailored support for the student that may lead to lasting improvements in attainment.

Terminology Working memory 工作记忆 Cognitive style 认知方式 Significant interplay 显著交互作用 Span task 广度任务 Short-time memory 短时记忆 Individual differences 个体差异 Significantly related to 显著相关 Personalty traits 人格特质

Descriptive statistics 描述统计 Attainment 成就；成绩 Wholistic-analytic style 整体分析方式 Verbal –imagery style 词汇图像方式 Univariate analysis 单变量分析 MANOVA (Multivariate Analysis of Variance) 多元方差分析 Gender 性别

Think about the following questions: 1.How to write a title? 2.How to write an abstract for a manuscript? 3.How to introduce the problem? How to explore importance of the problem? How to describe the relevant scholarship? How to state hypotheses and their correspondence to research design?

4. How to describe participant characteristics? What is the sample ? What is the research design? 5. How to manipulate or intervene the experiment? 6. How to make statistics and analyze data ?