Can working memory work for university students? the relationship between working memory and academic success.

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dc.contributor.author Paton, Tristan
dc.date.accessioned 2012-03-15T05:49:05Z
dc.date.available 2012-03-15T05:49:05Z
dc.date.issued 2012-03-15
dc.identifier.uri http://hdl.handle.net/10539/11436
dc.description.abstract This study examined performance on the Memory Quotient Tester (MQT) and the Raven’s Advanced Progressive Matrices (RAPM) in relation to academic performance in a sample of 51 Psychology students. The relationship between working memory (MQT), non-verbal intelligence (RAPM), demographic factors and academic success were determined. Results indicated no significant relationship between working memory and academic success in undergraduate Psychology courses, whereas the first set of the RAPM revealed some significance in relation to both academic success and the variables of race and language. This indicates the possible role of eductive reasoning in tertiary level academic success. en_US
dc.language.iso en en_US
dc.subject Working memory en_US
dc.subject Non-verbal intelligence en_US
dc.subject University performance en_US
dc.subject Race en_US
dc.subject Language en_US
dc.title Can working memory work for university students? the relationship between working memory and academic success. en_US
dc.type Thesis en_US


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    Thesis (Ph.D.)--University of the Witwatersrand, 1972.

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