| Abstract [eng] |
The aim of this study was to evaluate the link between family’s cultural environment, parent-child relationship and child’s working memory in primary school age. The participants of this study were 63 children (21 boys and 22 girls) who attended primary school and 60 mothers of these children. 35 children made up the main study sample and 28 children made up the working memory impairment risk sample, which was collected during the intervention project "The influence of teacher-student interactions on the expression of children's working memory", the conducted study in Lithuania was supervised by dr. Lauryna Rakickienė. The family's cultural environment was evaluated by the author's made questionnaire of the family's cultural environment and sociodemographic data; the parent-child relationship was assessed with the Parent-Child relationship scale (CPRS, Pianta, 1992), children's working memory was assessed with the Digit span and Corsi block-tapping test. The current study used correlational analysis strategy. It was established that only one indicator of the family's embodied cultural capital, but not of material or institutionalized cultural capital, is related to the working memory of primary school-age children: the more children participated in extracurricular activities from the beginning of school attendance, the greater their visual working memory was. No statistically significant link was found between mothers' perceived characteristics of their relationship with their child and children's auditory or visual working memory. |
