@article{ref1,
title="Developmental links between children's working memory and their social relations with teachers and peers in the early school years",
journal="Journal of abnormal child psychology",
year="2015",
author="de Wilde, Amber and Koot, Hans M. and van Lier, Pol A. C.",
volume="44",
number="1",
pages="19-30",
abstract="This study assessed the developmental links between children's working memory development and their relations with teachers and peers across 2 years of kindergarten and early elementary school. Kindergarten and first grade children, N = 1109, 50 % boys, were followed across 2 school-years. Children were assessed across 3 waves, in the fall and spring of the first school-year (within school-year), and finally in the spring of the second school-year. Working memory was assessed using a visuo-spatial working memory task. The developmental links between working memory and child-reported teacher-child relationship quality (warmth and conflict) and peer-nominated likeability and friendedness were assessed using autoregressive cross-lagged models. Lower working memory scores were related to increases in teacher-child conflict and decreases in teacher-child warmth one school-year later, in addition to decreases in likeability by peers within the same school-year. Conversely, teacher-child conflict was negatively associated with the development of working memory across the studied period. Path estimates between working memory and social relational factors were similar for boys and girls. <br><br>FINDINGS show developmental links between working memory and social-relational factors and vice versa. These results suggest that children's working memory development can be fostered through pro-social relations with teachers in early elementary school children.<p /> <p>Language: en</p>",
language="en",
issn="0091-0627",
doi="10.1007/s10802-015-0053-4",
url="http://dx.doi.org/10.1007/s10802-015-0053-4"
}