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

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dc.contributor.authorPaton, Tristan
dc.date.accessioned2012-03-15T05:49:05Z
dc.date.available2012-03-15T05:49:05Z
dc.date.issued2012-03-15
dc.description.abstractThis 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.identifier.urihttp://hdl.handle.net/10539/11436
dc.language.isoenen_US
dc.subjectWorking memoryen_US
dc.subjectNon-verbal intelligenceen_US
dc.subjectUniversity performanceen_US
dc.subjectRaceen_US
dc.subjectLanguageen_US
dc.titleCan working memory work for university students? the relationship between working memory and academic success.en_US
dc.typeThesisen_US
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