Is Working Memory the New IQ?
IQ is often thought to be synonymous with academic success. Indeed groups like MENSA perpetuate the idea that high IQ is a prerequisite for high achievement in school.
Yet, the traditional reliance on IQ as a benchmark for academic success is misguided. There are many students who have either high or average IQ who struggle in school. Instead of doing well, they end up in the lowest ability groups in language and math. In my own research on various government-funded projects, I have come across many students like this. This is very troubling. If their IQ is in the average range, why aren’t these students achieving their potential?
Perhaps there is something else at work that explains why some students succeed while others struggle.
I undertook a study to look into this issue. I tested children at five years old and again at eleven and found that a child’s success in school is down to how good its working memory is regardless of IQ score.
The finding that working memory, rather than IQ, is what we need to look out for has important implications for schools. As opposed to IQ, working memory problems can be easily addressed by teachers so students can still achieve their potential.
It is vital that IQ is not taken as the be all and end all to intelligence. I believe that all children could fulfill their potential, regardless of IQ or background, as long as working memory is assessed and problems addressed. The key is to move away from IQ as the main predictor of success and focus on working memory instead.
working range
April 4th, 2010
5:24 am