记忆伙伴:以课堂为基础、以学生为中心的工作记忆干预的评估

IF 1.4 4区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-06-22 DOI:10.1017/jgc.2020.9

S. Colmar, Kit S. Double, Nash Davis, Linda Sheldon, N. Phillips, M. Cheng, Sophie Briddon

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引用次数: 2

摘要

这项应用实验研究测试了一种普遍的、以学生为中心的干预措施（“记忆匹配”）的有效性，该干预措施特别侧重于支持学生在学术环境中使用注意力和工作记忆策略，而不是基于计算机的计划。记忆伴侣以图标和解释的形式呈现，策略嵌入课堂。分析比较了干预措施对三所学校和三所对照学校（包括13个小学四年级班级）8个月的影响。干预组的学生在数学和拼写方面表现出显著的进步；然而，在阅读理解或学术参与方面没有差异性影响。基于目前的研究结果，有人认为，在课堂环境中实施记忆配对作为一种支持学术进步的新方法显示出了很有前途的潜力。

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Memory Mates: An Evaluation of a Classroom-Based, Student-Focused Working Memory Intervention

This applied experimental research tested the effectiveness of a universal, student-focused intervention (‘Memory Mates’), specifically focused on supporting students to use attention and working memory strategies within academic contexts, unlike computer-based programs. Memory Mates is presented in the form of icons and explanations, with the strategies embedded within the classroom. Analyses compared the impact of the intervention over 8 months in three schools with three control schools, comprising 13 Year 4 primary school classes. The intervention group students showed a significant improvement in mathematics and spelling; however, there was no differential effect on reading comprehension or academic engagement. Based on the present results, it is contended that implementing Memory Mates within classroom contexts demonstrated promising potential as a new approach to supporting academic progress.

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来源期刊

Journal of Psychologists and Counsellors in Schools Multiple-

CiteScore

2.20

自引率

7.70%

发文量

期刊介绍： Contributors to the Journal of Psychologists and Counsellors in Schools are from diverse backgrounds and focus on both educational and psychological topics. Articles address theoretical, practical and training issues that impact upon guidance and counselling professionals today.