An evaluation of arrowsmith program measures in relation to working memory
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Maja, Rachel A.
issued: 2020-09-10T19:18:43Z
issued: 2020
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: Working Memory (WM) is a complex higher order function that is important for completing complex tasks such as learning, comprehension, and reasoning (Baddeley, 2010). Due to the importance of this ability, many cognitive training programs aim to improve individual WM capacity. One cognitive training program that is unique to others is the Arrowsmith Program. The Arrowsmith Program has an independent classification procedure, which involves an entry level assessment using multiple cognitive tasks. Performance across these tasks then produce an Initial Learning Profile, which identifies areas of cognitive strength and weakness (Barbara Arrowsmith-Young, 2012). The purpose of the present study was to evaluate how Arrowsmith measures relate to valid measures of WM. Six participants from an archival data set completed a WM measure from the WJ III NU COG (Numbers Reversed), parental questionnaires using the WM subscale from the BRIEF, Arrowsmith measures, and demographic information. A trend was observed in the results, in which better overall Arrowsmith performance was related to higher WM ability on a performance-based measure, but lower parental ratings of WM (higher parental concern of WM problems). Large positive and negative correlations were found between one Arrowsmith measure (Symbol Relations) and both the performance-based and parental ratings of WM, indicating that better performance on Symbol Relations was related to better WM on both measures. The implications of these findings and consideration for future research with the Arrowsmith Program are discussed.
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/75961
note: AN EVALUATION OF ARROWSMITH PROGRAM MEASURES IN RELATION TO WORKING MEMORY by RACHEL A. MAJA B.Sc., (Hons.), The University of Victoria, 2016 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in The Faculty of Graduate and Postdoctoral Studies (School and Applied Child Psychology) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) September 2020 © Rachel A. Maja, 2020 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the thesis entitled: An evaluation of arrowsmith program measures in relation to working memory submitted by Rachel Maja in partial fulfillment of the requirements for the degree of Master of Arts in School and Applied Child Psychology Examining Committee: Rachel Weber, School and Applied Child Psychology Supervisor William McKee, School and Applied Child Psychology Supervisory Committee Member Laurie Ford, School and Applied Child Psychology Supervisory Committee Member iii Abstract Working Memory (WM) is a complex higher order function that is important for completing complex tasks such as learning, comprehension, and reasoning (Baddeley, 2010). Due to the importance of this ability, many cognitive training programs aim to improve individual WM capacity. One cognitive training program that is unique to others is the Arrowsmith Program. The Arrowsmith Program has an independent classification procedure, which involves an entry level assessment using multiple cognitive tasks. Performance across these tasks then produce an Initial Learning Profile, which identifies areas of cognitive strength and weakness (Barbara Arrowsmith-Young, 2012). The purpose of the present study was to evaluate how Arrowsmith measures relate to valid measures of WM. Six participants from an archival data set completed a WM measure from the WJ III NU COG (Numbers Reversed), parental questionnaires using the WM subscale from the BRIEF, Arrowsmith measu…
has type: Thesis/Dissertation
date issued: 2020-11
is shown at: 10.14288/1.0394311
language: eng
degree discipline: School and Applied Child Psychology
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/75961