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dc.contributor.advisor Rapport, Mark D en_US
dc.contributor.author Scalan, Sean W en_US
dc.date.accessioned 2009-03-06T19:20:11Z en_US
dc.date.available 2009-03-06T19:20:11Z en_US
dc.date.issued 2003-08 en_US
dc.identifier.uri http://hdl.handle.net/10125/6874 en_US
dc.description vi, 52 leaves en_US
dc.description.abstract Baddeley's (1990) empirically based model of attention and working memory provides the necessary framework for investigating the relative influence of phonological and visuospatial working memory as potential mediators of attention deficits and intelligence in affecting scholastic achievement in children. In the present study, we sought to determine the extent to which vigilance (an indicator of central executive function) and intelligence affect early and long-term scholastic achievement in 300 school-aged children after controlling for relevant sociodemographic variables (age, SES) using a cross-sectional, longitudinal design. A mediator model was subsequently examined to determine whether phonological and visuospatial memory subsystems independently attenuate the relationship between intelligence and central executive functioning and children's early and long-term scholastic achievement consistent with hypotheses derived from Baddeley's (1990) model of working memory. Structural equation modeling (SEM) was used to examine and compare the baseline and mediator models. Collectively, the results support the role of phonological working memory as an important mediating variable between both central executive functioning and early intelligence, and long-term scholastic achievement in children. Implications of these results for understanding the developmental trajectory of children with attention deficits and general theoretical models of Attention-Deficit Hyperactivity Disorder (ADHD) are discussed. en_US
dc.publisher University of Hawaii at Manoa en_US
dc.relation Theses for the degree of Doctor of Philosophy (University of Hawaii at Manoa). Psychology; no. 4363 en_US
dc.rights All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner. en_US
dc.rights.uri https://scholarspace.manoa.hawaii.edu/handle/10125/2145 en_US
dc.title Attention deficits and working memory: phonological and visuospatial memory subsystems as mediators of central executive function and scholastic achievement in children en_US
dc.type Thesis en_US
dc.type.dcmi Text en_US
dc.contributor.department Psychology en_US
dc.date.graduated 2003-08 en_US
local.identifier.callnumber AC1 .H3 no. 4363 en_US
local.thesis.degreelevel PhD en_US

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