Day-to-day, occasion-to-occasion, and moment-to-moment variability each account for roughly the same extent of observed daily WM variability, with large individual differences¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across task conditions, variability at each of the three timescales contributed roughly equally to observed day-to-day WM variability, and individuals differed largely in reliable fluctuations at each timescale. → Dirk 2016

Evidence¶

Dirk 2016¶

Dirk, Judith; Schmiedek, Florian. (2016). Fluctuations in elementary school children's working memory performance in the school context. The journal of educational psychology 108 (2016) 5, S. 722-739. https://doi.org/10.1037/edu0000076

q3 · i? · associational · r2

Variance decomposition from the ambulatory assessment study of 110 Grade 3 and 4 students; the article reports the three timescales "accounted for roughly the same extent of observed day-to-day variability" with large individual differences.

"Across task conditions, day-to-day, occasion-to-occasion, and moment-to-moment variability accounted for roughly the same extent of observed day-to-day variability with large individual differences in the amount of reliable fluctuations at the different timescales."

Discussion¶

Related Claims¶

• Grade 3 students are more variable than Grade 4 students in WM performance at the faster timescales — related
• Elementary school children show substantial within-person day-to-day fluctuations in working memory performance in the school context — related
• More variable WM performance at all timescales is related to lower school achievement — related