Alloway and Alloway's study examines the interplay between working memory, IQ, and academic success. The researchers highlight that while IQ is often seen as a primary identifier of academic potential, working memory is proven to be an essential factor. The findings suggest that enhancing working memory through targeted exercises could lead to improved academic outcomes for students, thereby offering a new avenue for educational strategies. This research posits that educational stakeholders should focus on cognitive training to foster better learning environments.
This study found that working memory is a significant predictor of academic achievement, emphasizing the importance of cognitive training in educational settings.
IQ alone does not account for all variations in academic performance, suggesting that enhancing working memory may unlock new educational strategies.
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