Working memory, but not IQ, predicts subsequent learning in children with learning difficulties

Tracy Packiam Alloway

doi:10.1027/1015-5759.25.2.92

Working memory, but not IQ, predicts subsequent learning in children with learning difficulties

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	92-98
Number of pages	7
Journal	European Journal of Psychological Assessment
Volume	25
Issue number	2
DOIs	https://doi.org/10.1027/1015-5759.25.2.92
State	Published - 2009
Externally published	Yes

ASJC Scopus Subject Areas

Applied Psychology

Keywords

IQ
Learning difficulties
Math
Reading
Working memory

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10.1027/1015-5759.25.2.92

Cite this

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JO - European Journal of Psychological Assessment

JF - European Journal of Psychological Assessment

IS - 2

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Working memory, but not IQ, predicts subsequent learning in children with learning difficulties

ASJC Scopus Subject Areas

Keywords

Access to Document

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