Is working memory a better predictor of academic success than IQ?

[Mogarrr]

Here's an interesting article I found today: http://sharpbrains.com/blog/2010/01...better-predictor-of-academic-success-than-iq/

It seems that working memory is a better predictor of academic success than IQ.

 

[Borek]

If memory serves me well, marshmallow test (AKA delayed gratification test) predicts better than IQ as well.

 

[Choppy]

Such tests should come with a warning along the lines of "please use responsibly."

I sometimes worry that someone (particularly on a school board or with some kind of political power) is going to read such research and, based on the scores students get on a test taken when they are 5 years old,
introduce initiatives that:
- segregate students
- limit opportunities for students
- design a curriculum to enhance performace on these tests at the expense of far more practical aspects of the curriculum.

Other concerns are that some students who otherwise enjoyed something that's generally considered intellectually demanding like any of the sciences or engineering disciplines will now turn away from them because they get a below average score on some internet test.

This isn't to knock the validity or the importance of such research.

 

[WWGD]

I think there is also something to be said for being able to keep one's attention focused on a single topic for long periods of time. I remember reading that Newton would spend many days focused on a single issue.

 

[LudusRex]

This is a very intriguing topic in the field of psychology and education. While IQ has long been considered a strong predictor of academic success, recent research has shown that working memory may play an even more significant role.

Working memory, also known as short-term memory, is the ability to hold and manipulate information in the mind for a short period of time. It is crucial for tasks such as following instructions, problem solving, and comprehension. In contrast, IQ measures general intelligence and is often seen as a fixed trait.

The article provides evidence that working memory is a better predictor of academic success than IQ. For example, a study by Gathercole et al. (2004) found that working memory was a stronger predictor of reading and math achievement than IQ in children. This suggests that having a good working memory may be more important for academic success than having a high IQ.

One possible explanation for this finding is that working memory is a more malleable skill than IQ. While IQ is thought to be largely determined by genetics, working memory can be improved through training and practice. This means that individuals with lower IQ scores may still have the potential for academic success if they are able to improve their working memory skills.

However, it is important to note that IQ and working memory are not completely independent factors. There is evidence that IQ and working memory are correlated and both contribute to academic success. Therefore, it may be more accurate to say that working memory is a better predictor of academic success in some cases, rather than in all cases.

In conclusion, while IQ has traditionally been viewed as a strong predictor of academic success, working memory may play a more significant role. This highlights the importance of developing and improving working memory skills in students, as it may have a greater impact on their academic performance than previously thought. Further research in this area is needed to fully understand the relationship between IQ, working memory, and academic success.