The role of working memory as a significant determinant of academic performance

Abstract

Context: Working memory plays a crucial role in determining the overall academic performance of a child irrespective of whether the child is learning disabled or not. Aims: The aim of the study is to explore the cognitive profile of the three categories of children: specific learning disability (SLD), Non-learning disabled (NLD), and scholastically poor children. Settings and Design: In the present study, three groups of children in the age range of 8–11 years studying in three to seventh standard, were selected as the sample for the study. Subjects and Methods: The three categories of children selected are SLD children, NLD children, and children who are scholastically poor. The three categories of children were administered with the Wechsler Intelligence Scale for Children-IV (Indian adaptation) test to analyze the cognitive profile. The cognitive pattern of each group is analyzed and compared. Statistical Analysis: Independent sample t-test was used for statistical analysis. Results and Conclusions: The results show that there is a gross and specific deficit in the domain of working memory among the SLD and scholastically poor children, which indicates that working memory plays a determining role in academic performance.