{"product_id":"working-memory-and-academic-learning-9780470144190","title":"Working Memory and Academic Learning","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eEquipping school and child psychologists, and neuropsychologists with critical information on the role of working memory in learning and achievement, \u003ci\u003eWorking Memory and Academic Learning\u003c\/i\u003e offers guidance on assessment tools, interventions, and current evidence-based best practices. Its specific, step-by-step guidance and hands-on case studies enables you to identify how working memory relates to academic attainment and how to apply this knowledge in professional practice.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"…it is a gold mine of useful and interesting information for anyone who works with children experiencing academic difficulties, including specific learning disabilities involving oral language, reading and mathematics. Working Memory presents a good summary of current models of working memory and its relationship to other cognitive systems, including long-term memory.\" (\u003ci\u003ePsycCRITIQUES\u003c\/i\u003e, February 18th, 2009)\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword Elaine Fletcher-Janzen xiii\u003c\/p\u003e \u003cp\u003ePreface xvii\u003c\/p\u003e \u003cp\u003eAcknowledgments xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 1 Introduction and Overview 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is Working Memory? 2\u003c\/p\u003e \u003cp\u003eWorking Memory versus Short-Term Memory 3\u003c\/p\u003e \u003cp\u003eControversies Surrounding Working Memory 4\u003c\/p\u003e \u003cp\u003eWorking Memory Measurement 5\u003c\/p\u003e \u003cp\u003eCompatibility with Response-to-Intervention 6\u003c\/p\u003e \u003cp\u003eInterventions for Working Memory 7\u003c\/p\u003e \u003cp\u003eLearning Objectives 8\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 2 Theories and Models of Working Memory 10\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInformation Processing Model 11\u003c\/p\u003e \u003cp\u003eThe Atkinson-Shiffrin Model 12\u003c\/p\u003e \u003cp\u003eLevels-of-Processing Model 14\u003c\/p\u003e \u003cp\u003eBaddeley’s Model 14\u003c\/p\u003e \u003cp\u003eContributions from Daneman and Carpenter 26\u003c\/p\u003e \u003cp\u003eKane and Engle’s Executive Attention Model 27\u003c\/p\u003e \u003cp\u003eCowan’s Embedded-Process Model 29\u003c\/p\u003e \u003cp\u003eOberauer’s Facet Theory 32\u003c\/p\u003e \u003cp\u003eLong-Term Working Memory 33\u003c\/p\u003e \u003cp\u003eNeuropsychological Evidence 35\u003c\/p\u003e \u003cp\u003eThe Controversy Over Working Memory Capacity 40\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 3 An Integrated Model of Working Memory 49\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Structure of the Integrated Model 50\u003c\/p\u003e \u003cp\u003eDefinition of Working Memory 57\u003c\/p\u003e \u003cp\u003eDescriptions of Memory Components 58\u003c\/p\u003e \u003cp\u003eCapacity of Working Memory Operations 60\u003c\/p\u003e \u003cp\u003eCaveat 61\u003c\/p\u003e \u003cp\u003eKey Points 62\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 4 Working Memory Development and Related Cognitive Processes 63\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDevelopment of Working Memory Capacity 64\u003c\/p\u003e \u003cp\u003eLong-Term Memory 71\u003c\/p\u003e \u003cp\u003eExpertise and Automatization 76\u003c\/p\u003e \u003cp\u003eDeficit Models 76\u003c\/p\u003e \u003cp\u003eRelations with Other Cognitive Processes 77\u003c\/p\u003e \u003cp\u003eDisorders and Conditions with Working Memory Deficits 86\u003c\/p\u003e \u003cp\u003eConclusions and Implications 90\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 5 Working Memory and Academic Learning 92\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWorking Memory and Learning Disabilities 95\u003c\/p\u003e \u003cp\u003eWorking Memory and Oral Language 97\u003c\/p\u003e \u003cp\u003eOral Language Disabilities 99\u003c\/p\u003e \u003cp\u003eWorking Memory and Reading 100\u003c\/p\u003e \u003cp\u003eWorking Memory and Mathematics 112\u003c\/p\u003e \u003cp\u003eWorking Memory and Written Language 120\u003c\/p\u003e \u003cp\u003eImplications for Assessment, Instruction, and Intervention 121\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 6 Working Memory Assessment Strategies 126\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWorking Memory Assessment Challenges 128\u003c\/p\u003e \u003cp\u003eDistinguishing Between Short-Term and\u003c\/p\u003e \u003cp\u003eWorking Memory Measures 131\u003c\/p\u003e \u003cp\u003eShort-Term and Working Memory Testing Paradigms 132\u003c\/p\u003e \u003cp\u003eHypothesis-Driven Assessment of Working Memory 140\u003c\/p\u003e \u003cp\u003eMultimethod Assessment of Working Memory 145\u003c\/p\u003e \u003cp\u003eReviewing Records for History 145\u003c\/p\u003e \u003cp\u003eInterviews 146\u003c\/p\u003e \u003cp\u003eObservations 149\u003c\/p\u003e \u003cp\u003eCross-Battery and Selective Testing 151\u003c\/p\u003e \u003cp\u003eAssessment Recommendations for Specific Disabilities 155\u003c\/p\u003e \u003cp\u003eGeneral Guidelines for Interpreting Test Scores 156\u003c\/p\u003e \u003cp\u003eAnalysis of Working Memory Test Scores 161\u003c\/p\u003e \u003cp\u003eInterpretation of Working Memory Assessment Results 168\u003c\/p\u003e \u003cp\u003eThe Use of Nonstandardized Working Memory Measures 173\u003c\/p\u003e \u003cp\u003eKey Points 174\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 7 Using Cognitive Scales to Assess Working Memory 176\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCattell-Horn-Carroll (CHC) Theory and Working Memory 176\u003c\/p\u003e \u003cp\u003eGeneral Guidelines for Selecting Working Memory Subtests 178\u003c\/p\u003e \u003cp\u003eGeneral Guidelines for Administering Working Memory Subtests 179\u003c\/p\u003e \u003cp\u003eStanford-Binet Intelligence Scales-Fifth Edition (SB5) 180\u003c\/p\u003e \u003cp\u003eDifferential Ability Scales-Second Edition (DAS-II) 183\u003c\/p\u003e \u003cp\u003eKaufman Assessment Battery for Children-Second Edition (KABC-II) 187\u003c\/p\u003e \u003cp\u003eCognitive Assessment System (CAS) 191\u003c\/p\u003e \u003cp\u003eWoodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) 195\u003c\/p\u003e \u003cp\u003eUniversal Nonverbal Intelligence Test (UNIT) 199\u003c\/p\u003e \u003cp\u003eThe Wechsler Scales 201\u003c\/p\u003e \u003cp\u003eWISC-IV Integrated 203\u003c\/p\u003e \u003cp\u003eThe NEPSY-II: A Developmental Neuropsychological Assessment 212\u003c\/p\u003e \u003cp\u003eKey Points 215\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 8 Assessing Working Memory with Memory Scales 217\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWechsler Memory Scales-Third Edition (WMS-III) 218\u003c\/p\u003e \u003cp\u003eChildren’s Memory Scale (CMS) 226\u003c\/p\u003e \u003cp\u003eTest of Memory and Learning-Second Edition (TOMAL-2) 230\u003c\/p\u003e \u003cp\u003eWide Range Assessment of Memory and Learning-Second Edition (WRAML-2) 234\u003c\/p\u003e \u003cp\u003eWorking Memory Test Battery for Children (WMTB-C) 238\u003c\/p\u003e \u003cp\u003eAutomated Working Memory Assessment (AWMA) 243\u003c\/p\u003e \u003cp\u003eSwanson Cognitive Processing Test (S-CPT) 246\u003c\/p\u003e \u003cp\u003eKey Points 253\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 9 Working Memory Interventions 258\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGeneral Approaches to Working Memory Interventions 260\u003c\/p\u003e \u003cp\u003eGeneral Strategy Training Procedures 262\u003c\/p\u003e \u003cp\u003eMetacognitive Training 267\u003c\/p\u003e \u003cp\u003eMetamemory Training 268\u003c\/p\u003e \u003cp\u003eWorking Memory Interventions 269\u003c\/p\u003e \u003cp\u003eMnemonics 280\u003c\/p\u003e \u003cp\u003eLong-Term Memory Interventions 286\u003c\/p\u003e \u003cp\u003ePhonological Processing Interventions 290\u003c\/p\u003e \u003cp\u003eReading Comprehension Strategies 292\u003c\/p\u003e \u003cp\u003eAcademic Skills and Automaticity 295\u003c\/p\u003e \u003cp\u003eWorking Memory Training in Children with ADHD 295\u003c\/p\u003e \u003cp\u003eMedication 295\u003c\/p\u003e \u003cp\u003eComputerized Working Memory Training 296\u003c\/p\u003e \u003cp\u003eClassroom Instruction that Supports Working Memory 297\u003c\/p\u003e \u003cp\u003eKey Points 305\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 10 Case Studies, Reporting Results, and Recommendations 307\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eApplied Research Study 307\u003c\/p\u003e \u003cp\u003eCase Studies 311\u003c\/p\u003e \u003cp\u003eWritten Interpretation of Working Memory Test Results 317\u003c\/p\u003e \u003cp\u003eIllustrative Report 318\u003c\/p\u003e \u003cp\u003eOral Interpretation of Working Memory Test Results 323\u003c\/p\u003e \u003cp\u003eRecommendations for Future Working Memory Tests 326\u003c\/p\u003e \u003cp\u003eAppendix A Working Memory Subtests in Cognitive Scales 329\u003c\/p\u003e \u003cp\u003eAppendix B Working Memory Assessment Plan 333\u003c\/p\u003e \u003cp\u003eAppendix C Working Memory Analysis Worksheet 335\u003c\/p\u003e \u003cp\u003eAppendix D Working Memory Interpretative Summary 337\u003c\/p\u003e \u003cp\u003eAppendix E Working Memory Subtests in Memory Scales 339\u003c\/p\u003e \u003cp\u003eAppendix F Conversion Table: Scaled Scores to Standard Scores 343\u003c\/p\u003e \u003cp\u003eAppendix G Related Processing Subtests in Cognitive Scales 345\u003c\/p\u003e \u003cp\u003eReferences 347\u003c\/p\u003e \u003cp\u003eIndex 371\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default 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