Although studies have demonstrated a relationship between working memory and achievement in math and reading, it is still unclear why working memory might be related to these abilities. In the present article, we examined the viability of several possible theories in 2 separate analyses of math and reading. In each case, we contrasted the predictions of a cognitive filter model, a transactional model, and a positive manifold model using data from the 2011 Early Childhood Longitudinal Study Kindergarten (ECLS-K). Results of path analyses in a structural equation modeling (SEM) framework indicated an excellent fit for the transactional model, while a poor fit was shown for the other 2 models for both math and reading. Findings across these analyses suggested that working memory and achievement interact in a reciprocal, recursive manner over time. Findings are discussed in terms of their implications for theory, practice, and future research. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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描述工作记忆和成就之间关系的最佳方法是什么？：对竞争理论的初步审查。

尽管研究表明工作记忆与数学和阅读成绩之间存在关系，但仍不清楚为什么工作记忆可能与这些能力有关。在本文中，我们通过对数学和阅读的 2 项独立分析检验了几种可能理论的可行性。在每种情况下，我们都使用 2011 年幼儿纵向研究幼儿园 (ECLS-K) 的数据对比了认知过滤模型、事务模型和正流形模型的预测。结构方程模型 (SEM) 框架中的路径分析结果表明非常适合交易模型，而其他 2 个模型在数学和阅读方面的拟合效果不佳。这些分析的结果表明，随着时间的推移，工作记忆和成就以相互、递归的方式相互作用。研究结果将根据其对理论、实践和未来研究的影响进行讨论。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）