Working memory
Working memory capacity is correlated with learning outcomes in literacy and numeracy. Initial evidence for this relation comes from the correlation between working-memory capacity and reading comprehension, as first observed by Daneman and Carpenter (1980) and confirmed in a later meta-analytic review of several studies. Subsequent work found that working memory performance in primary school children accurately predicted performance in mathematical problem solving. One longitudinal study showed that a child's working memory at 5 years old is a better predictor of academic success than IQ.