Associations between working memory and academic achievement (math and reading) are well documented. Surprisingly, little is known of the contributions of episodic memory, segmented into temporal memory (recollection proxy) and item recognition (familiarity proxy), to academic achievement. This is the first study to observe these associations in typically developing 6-year old children. Overlap in neural correlates exists between working memory, episodic memory, and math and reading achievement. We attempted to tease apart the neural contributions of working memory, temporal memory, and item recognition to math and reading achievement. Results suggest that working memory and temporal memory, but not item recognition, are important contributors to both math and reading achievement, and that EEG power during a working memory task contributes to performance on tests of academic achievement.

中文翻译：

---

与记忆过程相关的行为表现和神经区域有助于 6 岁儿童的数学和阅读成绩

工作记忆和学业成绩（数学和阅读）之间的关联是有据可查的。令人惊讶的是，人们对情景记忆对学业成就的贡献知之甚少，分为时间记忆（回忆代理）和项目识别（熟悉代理）。这是第一项在典型发育的 6 岁儿童中观察这些关联的研究。工作记忆、情景记忆、数学和阅读成绩之间存在神经相关性的重叠。我们试图梳理工作记忆、时间记忆和项目识别对数学和阅读成绩的神经贡献。结果表明，工作记忆和时间记忆，而不是项目识别，是数学和阅读成绩的重要贡献者，