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. Author manuscript; available in PMC: 2009 Apr 27.
Published in final edited form as: Cogn Psychol. 2005 Mar 2;51(1):42–100. doi: 10.1016/j.cogpsych.2004.12.001

Table 5.

Experiment 1, Increases in R2 for WM Measures in Stepwise Regressions Predicting Different Scholastic Indices

Regression College Students Children
Step Predictors ACT H.S. Grades CAT
1 Storage & Processing .26** .13* .14**
2 Digit Span .00 .00 .17**
3 Scope of Attention .02* .14* .06
2 Scope of Attention .02 .09 .16**
3 Digit Span .00 .05 .06*
1 Scope of Attention .18* .18* .24**
2 Storage & Processing .10* .04 .06
3 Digit Span .00 .05 .06*
2 Digit Span .00 .04 .09**
3 Storage & Processing .10* .04 .04
1 Digit Span .11* .02 .27**
2 Storage & Processing .15** .11 .04
3 Scope of Attention .02* .14* .06
2 Scope of Attention .07 .20** .06
3 Storage & Processing .10* .04 .04

Note. ACT = American College Test; CAT = Cognitive Abilities Test for children. CAT scores were calculated after variance from age group was partialled out but age group accounted for no variance because CAT scores were age-adjusted. WM measures of a particular type with multiple measures (storage-and-processing measures; scope-of-attention measures) were entered into the regression individually, in the same step.

*

p < .05

**

p < .01