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Setting the classroom conditions right: determining and combining efficacious teacher-child interaction techniques to improve children’s working memory performance.
If we want to prepare children for adequate school functioning and performance, then working memory is of utmost importance according to longitudinal research. Recent classroom intervention programs that stimulate working memory, also aim to create the most optimal classroom conditions and teacher-student interactions (TSI) in which working memory can thrive. Yet, up until now, we lack knowledge of which specific aspects of TSI contribute to this effect on working memory. As a consequence, existing working memory programs are at risk of 1) not integrating the most efficacious techniques to improve TSI, and 2) not making the most efficient and lenient combination of TSI techniques. The current project therefore aims to determine the (efficacious) TSI techniques to improve working memory performance. Next, we examine which combination of efficacious TSI techniques will be most effective and efficient as a function of child characteristics. In order to achieve these aims, we will make use of respectively microtrials and single-case designs. Insights from this project will contribute to the development of more parsimonious, efficacious working memory programs in the future.
Date:1 Oct 2019 → 30 Sep 2023
Keywords:working memory, intervention, teacher-child interaction, executive function, single-case design, education, micro-trial
Disciplines:Educational and school psychology, Educational counselling and school guidance