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Background Previous research showed a significant association between mathematics and working memory (WM). However, evidence regarding the different effects of verbal and visuospatial WM on mathematical abilities was very limited. Aims The current research aims to explore the relationship between verbal and visuospatial WM with mathematical abilities, and how this relationship is moderated by age and math domains. We also wonder whether the results would change when we use several tests for each component and use a latent variable approach for more reliable measurement. Sample 131 first graders and 144 fifth graders from a primary school in Hangzhou, Zhejiang province, China, participated our research. Methods All participants completed three verbal and three visuospatial WM tasks, mathematics tests, and fluid intelligence test. Hierarchical multiple regression analysis was used to examine the pattern of relations among these constructs. Results The results of hierarchical multiple regression analysis showed that verbal WM significantly predicted mathematics achievement for fifth graders, while failed for first graders. However, visuospatial WM played a substantive role in both graders’ mathematical performance. The different role of the two WM components also depend on various fields of mathematics. Conclusion Our results indicated the distinct influence of verbal and visuospatial WM on primary school students’ mathematical abilities and highlighted the developmental and domain‐specific effects of WM on mathematics.

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There is evidence that grandchildren and grandparents in Chinese left-behind families (CLBF) suffer from immense life stressors. The well-being of both generations is of great concern. Guided by the family adjustment and adaptation response model and ecological model of well-being, the present study aimed to investigate the dyadic associations between family resilience and subjective well-being (SWB) of left-behind grandchildren and grandparents. Furthermore, we explored the extent to which relationship quality accounts for such reciprocal associations. A sample of 130 leftbehind grandparent-grandchild (GP-GC) pairs completed self-reported questionnaires. Actor-partner interdependence model (APIM) revealed that both grandchildren's and grandparents' reported family resilience positively associated with their own SWB but not the other's SWB. Grandchildren's and grandparents' perceived relationship quality mediated the association between their perceived family resilience and their own SWB. Moreover, grandchildren-perceived relationship quality mediated the association between grandchildren-perceived family resilience and grandparents' SWB. Meanwhile, grandparent-perceived relationship quality mediated the association between grandparent-perceived family resilience and grandchildren's SWB. The findings highlighted the significance of family resilience and relationship quality in boosting the two generations' SWB in CLBF. The results also suggested that left-behind grandchildren and their grandparents depend on each other. Future intervention programs could be benefitted from integrating the enhancement of family resilience and improvement of grandparent-grandchild relationship quality to promote the well-being of left-behind family members.