Working memory predictors of written mathematics in 7-to 8-year-old children

被引：22

作者：

Allen, Katie ^{[1
]}

Giofre, David ^{[2
]}

Higgins, Steve ^{[1
]}

Adams, John ^{[3
]}

机构：

[1] Univ Durham, Sch Educ, Durham DH1 1TA, England

[2] Univ Genoa, Dept Educ Sci, Genoa, Italy

[3] Univ Durham, Dept Psychol, Durham, England

来源：

QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY | 2020年 / 73卷 / 02期

基金：

英国经济与社会研究理事会;

关键词：

Verbal; visuospatial; working memory; mathematics; children; SHORT-TERM-MEMORY; FUNCTIONAL EQUIVALENCE; LEARNING-DISABILITIES; SPATIAL INFORMATION; ARITHMETICAL SKILLS; VISUOSPATIAL MEMORY; DOMAIN; INTELLIGENCE; DIFFICULTIES; PERFORMANCE;

D O I：

10.1177/1747021819871243

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

There is extensive evidence for the involvement of working memory in mathematical attainment. This study aims to identify the relative contributions of verbal, spatial-simultaneous, and spatial-sequential working memory measures in written mathematics. Year 3 children (7-8 years of age, n = 214) in the United Kingdom were administered a battery of working memory tasks alongside a standardised test of mathematics. Confirmatory factor analyses and variance partitioning were then performed on the data to identify the unique variance accounted for by verbal, spatial-simultaneous, and spatial-sequential measures. Results revealed the largest individual contribution was that of verbal working memory, followed by spatial-simultaneous factors. This suggests the components of working memory underpinning mathematical performance at this age are those concerning verbal-numeric and spatial-simultaneous working memory. Implications for educators and further research are discussed.

引用

页码：239 / 248

页数：10

共 68 条

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