The effect of working memory on morphological awareness among primary school students
Bibliographic record
Abstract
Objectives: This study aims to achieve a general objective, which is to determine the nature of the correlational relationship between working memory and morphological awareness. From this main objective stem several sub-goals: first, to examine whether there is a statistically significant correlation between working memory and morphological knowledge (inflection), working memory and morphological knowledge (derivation), and working memory and morphological knowledge in relation to pseudoword derivation through knowledge of patterns and templates; second, to identify the nature of the influence of working memory on morphological awareness by analyzing the results of these correlational relationships. Methodology: The researchers applied a set of tests that form part of a broader battery within an international collaborative project involving Morocco, Canada, Switzerland, and France. This battery consists of eleven tests distributed across morphological awareness, reading comprehension, non-verbal intelligence, and working memory. The battery was adapted to the specificities of the Moroccan educational context and administered to a sample of 100 fourth-grade primary school pupils, equally divided between boys and girls, enrolled at Oulad Tayeb Al Olya Primary School in Fez. The purpose was to determine the relationship between morphological awareness and reading comprehension. Within this broader international project, we chose to focus in this paper on the relationship between working memory and certain components of morphological awareness, and its effect on them within the sample. To achieve the objectives of this research, the descriptive- analytical method was employed. Results: The findings revealed statistically significant correlations between working memory and the components of morphological awareness (morphological knowledge of inflection, derivation, and pseudowords through knowledge of patterns and templates). The results further confirmed the influence of working memory on morphological awareness. Conclusion: The study’s tests demonstrated that understanding the relationship between working memory and the components of morphological awareness, as well as recognizing how this relationship manifests, can provide a sound foundation for designing curricula and educational programs. It also helps establish appropriate and effective strategies within school textbooks, in line with cognitive-linguistic approaches, in order to foster stronger morphological awareness and healthy memory development among primary school pupils in Moroccan schools.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.006 |
| Scholarly communication | 0.002 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".