Lead author	Alfredo Bautista Arellano
Institution/organisation	Universidad Autónoma de Madrid - Spain
Co-author(s)	Juan Ignacio Pozo & María Puy Pérez Echeverría
Institution(s)/organisations	Universidad Autónoma de Madrid - Spain
Title	Music performance teachers' conceptions about learning and instruction

Abstract

Music performance teachers’ conceptions about learning and instruction have been an under-studied topic by both psychological and educational researchers (Torrado, 2003). The main aim of this study was to describe the mental representations about didactics that Spanish piano teachers of music conservatoires have, exploring their relations with the variable "Years of teaching experience" (YTE). Specifically, we focused on their ideas about three different didactical scenarios: 1) Learning outcomes which focus the attention on teaching musical scores; 2) Methodological strategies; 3) Evaluation of knowledge. Forty-five teachers participated in the study. Three groups were formed: G1 (less than 5 YTE), G2 (between 5 and 15 YTE), and G3 (more than 15 YTE). Each group was composed by 15 teachers. Data were collected by means of one open response questionnaire. By analyzing their written answers using the lexicometrical method (program SPAD-T; version 5.5), different conceptions were identified between them: direct, interpretative and constructive (according to the taxonomy proposed by Pozo and Scheuer, 1999). In accordance with previous studies carried out in Spain, within other domains of knowledge (i.e. Martín et al., 2006; Pérez Echeverría et al., 2006), our results suggested that the greater the amount of professional teaching experience, the less complex, elaborated and adapted to music education their conceptions about teaching and learning were. Psychological, educative and curricular implications are discussed.

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Lead author	April Frearson
Institution/organisation	Leeds Metropolitan University
Co-author(s)	Dr. Susan Atkinson
Institution(s)/organisations	Leeds Metropolitan University
Title	Investigating Working Memory in Reading and Mathematics: Evidence from a Study on 9 and 10 Year Old Students

Abstract

There is evidence that children with maths difficulties (MD) or reading difficulties (RD) perform poorly on a number of memory tasks. RD and dyslexia are associated with a deficit in the phonological loop (PL). MD and dyscalculia have been associated variously with poor PL performance, weak visuo-spatial (VSSP) skills, or a combination of both. The study reported here examined the PL and VSSP skills of a sample of primary school children in relation to reading and mathematics attainment. It was hypothesized that children with RD would have deficits only in the PL, while children with MD would have impairments solely in their VSSP. 56 children, aged 9-10 years, were allocated to MD, RD or a control group (no MD or RD) following a mathematics and a reading test. PL and VSSP functioning were assessed using the Working Memory Test Battery for Children (Pickering & Gathercole, 2001). Results indicate that the MD group performed at a lower level than the other groups on the VSSP test, whereas the RD group had the lowest scores for the PL test. VSSP performance was the best predictor of mathematics ability and PL performance was the best predictor of reading ability. The results are discussed in terms of implications for theory and educational practice.

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Lead author	Geeta Ludhra
Institution/organisation	Brunel University
Co-author(s)	Dr Deborah Jones
Institution(s)/organisations	Brunel University
Title	Developing the language skills of advanced bi-lingual learners: giving the 'right' message about heritage languages.

Abstract

This paper explores how primary schools can raise their awareness of the language needs of advanced bilingual learners (ABL) through an explicit emphasis on developing pupils' first language skills alongside English. It makes clear that prescriptive language teaching without consideration to pupils' heritage and culture will not necessarily ensure success for ABL. The whole school community, particularly senior management, play a fundamental role in setting the vision for how classrooms promote and respect language diversity, value culture and maintain the identities of bilingual pupils. This research stresses the important role of the teacher in creating language learning environments which empower pupils to talk confidently and safely in both languages without feeling marginalised or second class in any way. In such classrooms, no one language is associated as being of a 'lower status' than the other.

Using case study methodology, this paper discusses the implications for ABL as a result of an extensive programme of participant observation work conducted over a one year period. The study was conducted within a year six classroom (pupils aged between 10 -11 years of age). The school, a multicultural, urban primary school operated within the support framework and principles of a short term DfES (Department for Education and Skills) Pilot Project (2004-2006). This programme was designed to promote English as an additional language for key stage two pupils (those aged between 7-11 years).

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Lead author	Nadiah Mohamed
Institution/organisation	University of Central Lancashire
Co-author(s)	Debbie Pope, Jane Hutchinson
Institution(s)/organisations	University of Central Lancashire
Title	Relationships among Disability, Age, Career Decision Self-Efficacy and Locus of Control in Adult College Students

Abstract

Previous research has indicated that students with disabilities have lower career decision self-efficacy (CDSE) and a more external locus of control (LOC) than their non-disabled counterparts. This study explored these two constructs in a sample of adult students in order to determine whether they were affected by disability or age and also whether they were related to each other.

Ninety-two participants, comprising forty-six adult students with disabilities and forty-six without, completed the Adult Nowicki-Strickland Internal-External (ANSIE) LOC scale and the Career Decision Self-Efficacy Scale - Short Form (CDSES-SF). Results revealed that mature disabled students reported lower CDSE and a more external LOC than non-disabled mature students. There were differences in CDSE dependant on age only for the disabled students, with younger students having the greater CDSE. In terms of LOC, in the non-disabled group traditional students were more external than mature students, but in the disabled group there were no differences dependant on age, both age groups reporting an external orientation.

Whether students had a physical/sensory disability or psychological/cognitive disability did not affect CDSE, but those with physical/sensory disabilities had a more external LOC orientation than those with psychological/cognitive disabilities. Whilst higher CDSE was related to more internal LOC for the non-disabled students, there was no relationship between the two for the disabled. Practical implications in terms of the provision of appropriate interventions and some suggestions for future research are discussed.

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Lead author	Kate Moran
Institution/organisation	Leeds Metropolitan University
Co-author(s)	Dr Susan Atkinson
Institution(s)/organisations	Leeds Metropolitan University
Title	Relationships between children's reading success, attitudes to reading and working memory skills.

Abstract

Previous research has linked reading attainment with working memory (WM) skills, in particular phonological loop skills, though a relationship between central executive skills and fluent word reading has also been proposed. Positive reading attitudes have also been linked to reading success. The study reported here examined the relationships between attitudes to reading, levels of word-reading attainment and WM skills. It was hypothesised that those children who experienced most success with reading would show more positive attitudes towards books and reading both at home and at school, and would have better working memory skills. 30 pupils from Year 5 (aged 9-10 years) in one Primary school who had previously participated in a longitudinal study were assessed using a word reading test, measures of WM functioning (phonological loop, central executive and visuo-spatial sketchpad), and a reading attitude questionnaire. Results suggest that positive attitudes to reading are not necessarily associated with high levels of reading attainment. The relationships found between the variables are discussed in terms of theoretical and educational implications.

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Lead author	Louise Sinha
Institution/organisation	Leeds Metropolitan University
Co-author(s)	Dr. Susan Atkinson
Institution(s)/organisations	Leeds Metropolitan University
Title	An examination of the relationship between working memory ability and musical ability in primary school children

Abstract

Previous research has suggested that there is a mutual link between musical ability, working memory skills and reading ability in primary school children (Douglas and Willats, 1994; Swanson and Howell, 2001). The present research examined the association between three components of working memory (central executive, phonological loop, and visuo-spatial sketchpad) and musical ability in primary school children. It was hypothesised that both the phonological loop and the central executive but not the visuo-spatial sketchpad would significantly correlate with and predict musical ability. 36 children from one primary school in Yorkshire participated in the research (mean age 8.1 years). The Working Memory Test Battery for Children (Pickering and Gathercole, 2001) was used to provide measures for the three components of working memory, and tests measuring pulse and listening skills were devised to assess musical ability, based on the Grade 1 Aural Tests as used in practical musical examinations by the Associated Board for the Royal Schools of Music (ABRSM, 1995). The results of the present research did not fully support the hypothesis as only the phonological loop significantly correlated with and predicted musical ability in primary school children. It is proposed that the findings from this research could have educational implications, for instance, in strengthening a child's academic achievements (Schellenberg, 2001).

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Lead author	Mirjam Weder
Institution/organisation	University of Basel
Co-author(s)
Institution(s)/organisations
Title	Has German orthography become easier?

Abstract

With regard to its latest reform, which by now has become effective, German orthography has been discussed controversially for a long time. From a linguistic perspective, the reform aimed at simplifying German orthography for writers of German in a reasonable way: They should spend less time at school struggling with the subject matter and make fewer (spelling) mistakes as adolescents and adults. In addition to that, the probability of them to belong to the group of people with functional analphabetism or illiteracy in the future should decrease.

German orthography, as it is now, was developed inter alia on the basis of the public discussion which concentrated on and battled for isolated cases and whose goal was to retain what people were accustomed to. It originated further on the basis of recent developments in linguistics that combined descriptivism with a low level of willingness to make decisions on clear and unambiguous norms. Nevertheless, new German orthography features some improvements and one of its characteristics is that it allows for variants which are quoted as singular cases in wordbooks.

Whether or not German orthography has thus become "easier" for laypersons has not yet been investigated empirically. By means of novel research methods and with informants from different social groups, the "difficulty" of German orthography can be studied. In the scope of this talk, research methods are presented and the concept of "difficulty" is discussed in respect to its possible operationalisation.

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Lead author	Rebecca Wright
Institution/organisation	Leeds Metropolitan University
Co-author(s)	Susan Atkinson
Institution(s)/organisations	Leeds Metropolitan University
Title	Working Memory and High-Functioning Autism in children

Abstract

Much research has been conducted into the possible underlying mechanisms and deficits of the developmental disorder, autism. Some studies have provided support for the Executive Function theory that autism is caused by deficits in working memory (Ozonoff, Pennington and Rogers, 1991), thought to be used for the manipulation and storage of information during problem solving. Others argue that particular components of working memory are selectively impaired (Goldberg et al., 2005; Williams, Goldstein and Minshew, 2006) and some suggest working memory may be completely intact (Ozonoff and Strayer, 2001). The study reported here directly measured all three components of working memory in children with high-functioning autism (HFA) and control children. 30 children took part, 15 with statements of HFA and 15 age-matched controls (mean age: 9yrs 8mths). Subtests from the Working Memory Test Battery for Children (Pickering and Gathercole, 2001) were used to measure the phonological loop (PL), visual-spatial sketchpad (VSSP) and central executive (CE) components of working memory. There were no significant differences between PL and CE mean scores, but a significant difference between the groups was found for the VSSP, with the HFA group having the lowest scores. Implications for theories of autism and educational practice are discussed.

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Lead author	Judith Wylie
Institution/organisation	Queen’s University Belfast
Co-author(s)	Gerry Mulhern
Institution(s)/organisations	Queen's University Belfast
Title	Short term and working memory differences in monolingual and bilingual children

Abstract

Recent evidence suggests that bilinguals demonstrate cognitive advantages over monolinguals. The vast majority of these studies concentrated on executive functions, reporting significant advantages for bilingual children and adults in situations where executive control was required in order to complete tasks effectively and efficiently. In comparison, there has been little focus on verbal and visual aspects of working memory in bilingual and monolingual children. The present study compared the performance of 8- and 10-year old monolingual and bilingual children in Northern Ireland on measures of short term memory and working memory. The bilingual group (n=29) attended an Irish-medium education sector primary school, and the monolingual group (n=27) attended an English-medium sector primary school. The bilingual group had been educated in Irish for 4-6 years; both groups were fluent in English. Participants completed four subtests from the Automated Working Memory Assessment (Alloway, Gathercole & Pickering, 2004). The computer-administered tests assessed verbal and visual short term memory, and verbal and visual working memory. Tests were administered in English. Children also completed a standardised test of general cognitive ability. There was a main effect of schooling, with bilingual children scoring higher than monolingual children on all measures. A significant age effect was also obtained, with older children outperforming younger children. Bilingualism had a marked impact on verbal short term memory (non-word recall). No difference was observed between the monolingual and bilingual groups for scores on the cognitive ability test. Results from this preliminary study support previous claims for the benefits of bilingual education.