Working Memory Predictors of Mathematics across the Middle Primary School Years

Autor/inn/en	Allen, Katie; Giofrè, David; Higgins, Steve; Adams, John
Titel	Working Memory Predictors of Mathematics across the Middle Primary School Years
Quelle	In: British Journal of Educational Psychology, 90 (2020) 3, S.848-869 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allen, Katie) ORCID (Giofrè, David) ORCID (Higgins, Steve) ORCID (Adams, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12339
Schlagwörter	Short Term Memory; Visual Perception; Spatial Ability; Mathematics Achievement; Elementary School Students; Mathematics Skills; Age Differences; Verbal Communication; Predictor Variables + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Age; Difference; Age difference; Altersunterschied; Prädiktor
Abstract	Background: Work surrounding the relationship between visuospatial working memory (WM) and mathematics performance is gaining significant traction as a result of a focus on improving academic attainment. Aims: This study examined the relative contributions of verbal and visuospatial simple and complex WM measures to mathematics in primary school children aged 6-10 years. Sample: A sample of 111 children in years 2-5 were assessed (M[subset age] = 100.06 months, SD = 14.47). Method: Children were tested individually on all memory measures, followed by a separate mathematics testing session as a class group in the same assessment wave. Results and Conclusions: Results revealed an age-dependent relationship, with a move towards visuospatial influence in older children. Further analyses demonstrated that backward word span and backward matrices contributed unique portions of variance of mathematics, regardless of the regression model specified. We discuss possible explanations for our preliminary findings in relation to the existing literature alongside their implications for educators and further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01