2019 Volume 30 Issue 4 Pages 253-265
Working memory plays a central role in the learning of language and mathematics, and children with learning disorders often have problems in working memory. It is important to find out students with a problem in working memory and make an intervention for them as early as possible. Therefore, in this study, we made working memory tests that students at elementary and junior high school could conduct with a computer in a group. The working memory tests were composed of eight tasks, each two of which assessed four dimensions of working memory: verbal short-term, verbal working, visuo-spatial short-term, and viso-spatial working memories. The scores of the tests were highly correlated with those of AWMA (Alloway, 2007), and the WM Rating Scale（Alloway, Gathercole, & Kirkwood, 2009）. Students attending public elementary and junior high school located around Japan conducted the tests, and we analyzed the data. The data did not fit the model supposing an independent factor of the central executive, but fit the model with only verbal and visual factors. The tests we made seemed to reflect the function of the central executive highly.
