Cite

    Ilona Friso-van den Bos and Eva van de Weijer-Bergsma. “Classroom versus individual working memory assessment: predicting academic achievement and the role of attention and response inhibition.” Memory, vol. 28, no. 1, 2020, pp. 70–82. http://access.bl.uk/ark:/81055/vdc_100099958158.0x00004e