How could teachers at school work together to provide learning supports for children with poor working memory?

2014 Fiscal Year Final Research Report

• Project/Area Number: 23330203
• Research Category: Grant-in-Aid for Scientific Research (B)
• Allocation Type: Single-year Grants
• Section: 一般
• Research Field: Educational psychology
• Research Institution: Hiroshima University
• Principal Investigator: CHUJO Kazumitsu 広島大学, 教育学研究科(研究院), 教授 (90197632)
• Co-Investigator(Kenkyū-buntansha): MIYATANI Makoto 広島大学, 大学院教育学研究科, 教授 (90200188) ; YUZAWA Masamichi 広島大学, 大学院教育学研究科, 教授 (10253238) ; MORIT Aiko 広島大学, 大学院教育学研究科, 准教授 (20403909) ; SAITO Satoru 京都大学, 大学院教育学研究科, 准教授 (70253242) ; YUZAWA Miki ノートルダム清心女子大学, 人間生活学部, 准教授 (80335637)
• Research Collaborator: KAWAMUR Hajime 発達ルームそら ; WATANABE Daisuke 大阪国際大学, 短期大学部 (70612985) ; MINAKUCHI Keigo 広島大学, 大学院教育学研究科, 助教 (30735725)
• Project Period (FY): 2011-04-01 – 2015-03-31
• Keywords: 学習 / 児童 / 生徒 / ワーキングメモリ / 発達障害 / 特別支援

Outline of Final Research Achievements

Working memory (WM) is an important predictor of academic achievement, and children with developmental disorders often have poor WM. This study examined the behavioral characteristics of children with poor WM, and how to support them. We found that children with poor WM spend less time on participating in class. Support strategies such as sorting out information, adjusting the amount of information, supports for memory, and the control of attention would facilitate the participation into class of not only children with poor WM but also other children in class.

Free Research Field

人文科学