Different components of working memory have different relationships with different mathematical skills

► Working memory predicts concurrent variance in a range of mathematical skills. ► The components that predict unique variance differ for different skills. ► VSSP functioning predicts unique variance in number writing. ► VSSP functioning predicts unique variance in magnitude judgement. ► Central exe...

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Bibliographic Details
Published in:Journal of experimental child psychology 2012-02, Vol.111 (2), p.139-155
Main Authors: Simmons, Fiona R., Willis, Catherine, Adams, Anne-Marie
Format: Article
Language:English
Subjects:
Ability tests
Aptitude
Arithmetic
Biological and medical sciences
Child
Child development
Child, Preschool
Cognitive Ability
Cognitive Processes
Developmental psychology
Elementary School Mathematics
Elementary School Students
Executive Function
Female
Fundamental and applied biological sciences. Psychology
Grade 1
Grade 3
Humans
Judgment
Magnitude judgments
Male
Mathematics
Mathematics Skills
Memory
Memory, Short-Term
Neuropsychological Tests
Number writing
Numbers
Phonetics
Phonology
Predictor Variables
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reading
Short Term Memory
Spatial Ability
Visual Perception
Visual–spatial sketchpad
Working memory
Writing
Young Children
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Summary:► Working memory predicts concurrent variance in a range of mathematical skills. ► The components that predict unique variance differ for different skills. ► VSSP functioning predicts unique variance in number writing. ► VSSP functioning predicts unique variance in magnitude judgement. ► Central executive functioning predicts unique variance in addition accuracy. A comprehensive working memory battery and tests of mathematical skills were administered to 90 children—41 in Year 1 (5–6 years of age) and 49 in Year 3 (7–8 years of age). Working memory could explain statistically significant variance in number writing, magnitude judgment, and single-digit arithmetic, but the different components of working memory had different relationships with the different skills. Visual–spatial sketchpad (VSSP) functioning predicted unique variance in magnitude judgments and number writing. Central executive functioning explained unique variance in the addition accuracy of Year 1 children. The unique variance explained in Year 3 multiplication explained by phonological loop functioning just missed conventional levels of significance ( p = .06). The results are consistent with the VSSP having a role in the development of number writing and magnitude judgments but a lesser role in early arithmetic.
ISSN:0022-0965
1096-0457
DOI:10.1016/j.jecp.2011.08.011