Impact of Working Memory Capacity on the Learning Ability of Young People

  Research Proposal: The Impact of Working Memory Capacity on the Learning Ability of Young People in Local Authority Care and the Efficacy of Targeted Working Memory Training Interventions Abstract This research proposal aims to investigate the extent to which working memory capacity influences the learning ability of young people in local authority care. It also explores how targeted working memory training interventions can enhance their academic performance. The study will employ a cognitive neuropsychology perspective to understand the underlying cognitive processes involved in working memory and learning. The research will utilize quantitative methods, including assessments of working memory capacity and academic performance, as well as qualitative interviews to gather insights into the experiences of young people in local authority care. The findings of this study will contribute to our understanding of the cognitive factors impacting the learning ability of this vulnerable population and inform the development of targeted interventions to support their academic success. Introduction Background Young people in local authority care face various challenges that can impact their educational outcomes. Research has shown that these individuals often experience difficulties in their learning ability compared to their peers. One cognitive factor that may contribute to these difficulties is working memory capacity. Working memory refers to the cognitive system responsible for temporarily storing and manipulating information during complex cognitive tasks, such as learning and problem-solving. It plays a crucial role in academic performance by facilitating the acquisition, retention, and retrieval of information. Statement of the Problem Despite the potential impact of working memory on learning ability, there is a dearth of research specifically examining this relationship in young people in local authority care. Understanding the extent to which working memory capacity influences their learning ability is essential for developing effective interventions to support their educational success. Statement of the Purpose This research aims to investigate the influence of working memory capacity on the learning ability of young people in local authority care and explore the efficacy of targeted working memory training interventions in enhancing their academic performance. By addressing this research problem, we can gain insights into the cognitive factors underlying their learning difficulties and inform the development of evidence-based interventions. Research Questions What is the relationship between working memory capacity and the learning ability of young people in local authority care? To what extent does working memory capacity predict academic performance in this population? How effective are targeted working memory training interventions in improving the academic performance of young people in local authority care? What are the experiences and perceptions of young people in local authority care regarding their working memory capacity and its impact on their academic performance? Significance of the Study This study holds significant implications for both research and practice. By investigating the role of working memory capacity in the learning ability of young people in local authority care, we can enhance our understanding of the cognitive factors contributing to their educational challenges. Additionally, identifying effective working memory training interventions can inform the development of tailored interventions aimed at improving their academic performance. Ultimately, this research has the potential to improve educational outcomes for this vulnerable population. Methodology Participants The study will involve young people aged 12-18 years who are currently in local authority care. A purposive sampling technique will be used to recruit participants from local authority care homes and foster care settings. The sample size will be determined based on data saturation, ensuring sufficient representation of diverse experiences within the population. Procedure Working Memory Capacity Assessment: Participants’ working memory capacity will be assessed using established neuropsychological tests, such as the Automated Working Memory Assessment (AWMA) or the Wechsler Intelligence Scale for Children (WISC). Academic Performance Evaluation: Participants’ academic performance will be measured using school records, including grades, attendance records, and standardized test scores. Targeted Working Memory Training Interventions: A subset of participants will be randomly assigned to receive targeted working memory training interventions. These interventions may include computer-based training programs, such as Cogmed or Jungle Memory, specifically designed to improve working memory capacity. Pre- and Post-Intervention Assessments: Participants’ working memory capacity and academic performance will be reassessed after the intervention period to determine any improvements. Qualitative Interviews: Semi-structured interviews will be conducted with participants to gain insights into their experiences, perceptions, and challenges related to working memory capacity and its impact on their academic performance. Data Analysis Quantitative data analysis will involve descriptive statistics, correlational analyses, and inferential statistics (e.g., t-tests or ANOVA) to examine relationships between working memory capacity and academic performance. Qualitative data from interviews will be analyzed using thematic analysis to identify common themes and patterns related to participants’ experiences. Conclusion This research proposal outlines a study that aims to investigate the influence of working memory capacity on the learning ability of young people in local authority care. By employing a cognitive neuropsychology perspective and utilizing a combination of quantitative assessments and qualitative interviews, this study seeks to deepen our understanding of the cognitive factors impacting the educational outcomes of this vulnerable population. The findings will contribute valuable insights into the relationship between working memory capacity and academic performance and inform the development of targeted interventions to enhance educational success among young people in local authority care. References Author 1. (Year). Title of article/book/chapter. Journal/book title. Author 2. (Year). Title of article/book/chapter. 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