The current study aimed to investigate the relation between visual working memory, organizational strategy use, and memory accuracy in process-oriented dynamic testing with a complex figure task....Show moreThe current study aimed to investigate the relation between visual working memory, organizational strategy use, and memory accuracy in process-oriented dynamic testing with a complex figure task. The sample (N = 43) consisted of 3rd and 4th grade children (M = 8.91 years; SD =.72). On the pretest participants were asked to draw the Rey-Osterrieth Complex Figure (ROCF) from memory. Then, the control group practiced independently with two alternative figures and the training group received a graduated prompts training in organizational strategy use. On the posttest participants were again asked to draw the original ROCF from memory. There was no difference in organizational strategy use for levels of working memory on the pretest. The results showed a greater improvement from pretest to posttest for the training group and, in the training group, a greater improvement for children with a high working memory level. Only organizational strategy use predicted memory accuracy on the pretest, whereas both working memory and organizational strategy use predicted memory accuracy on the posttest. It was concluded that dynamic testing with a graduated prompts training can support children to adopt effective strategy use and improve task performance. Also, children with a high working memory level benefit more from a learning opportunity. Therefore, visual working memory seems to facilitate learning.Show less
