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Relationships among speed of processing, aptitude, and working memory in elementary students

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dc.contributor.authorMcEachern, Alissa Kendall, author
dc.contributor.authorGloeckner, Gene, advisor
dc.contributor.authorCoke, Pam, committee member
dc.contributor.authorFrederiksen, Heidi, committee member
dc.contributor.authorKohen, Karen, committee member
dc.date.accessioned2017-06-09T15:42:59Z
dc.date.available2017-06-09T15:42:59Z
dc.date.issued2017
dc.description.abstractThis research explores the relationships between speed of processing, verbal and quantitative aptitude, and working memory for elementary age students. Students with impaired processing speed often struggle in elementary school and can be incorrectly identified as lazy or unintelligent. This can have lasting consequences on their self-esteem and future academic success. The findings of this research suggest that the combination of processing speed, working memory and academic achievement in reading does not adequately predict verbal intelligence. However, the model indicates that there is a relationship between the variables of processing speed, working memory, and mathematic achievement to predict quantitative intelligence. Additionally, there was no statistically significant correlation of processing speed and verbal aptitude for this sample. Likewise, there was no statistically significant correlation of speed of processing and quantitative aptitude. The research shows a statistically significant difference between processing speed and academic achievement in reading and in mathematics; reading and speed of processing, as well as mathematics and speed of processing. Ultimately, this research suggests that students with impaired processing speed do not demonstrate impaired aptitude in reading or mathematics. However, this research also suggests they may struggle with academic achievement in both reading and mathematics. This gap between aptitude and achievement is an important characteristic to remediate so that students with lower processing speeds can be successful in school.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierMcEachern_colostate_0053A_14189.pdf
dc.identifier.urihttp://hdl.handle.net/10217/181453
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectaptitude
dc.subjectCToPP
dc.subjectworking memory
dc.subjectCogAT
dc.subjectachievement
dc.subjectprocessing speed
dc.titleRelationships among speed of processing, aptitude, and working memory in elementary students
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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