Mathematical cognition, working memory, and processing speed in children

Formoso, Jésica; Injoque‐Ricle, Irene; Barreyro, Juan Pablo; Calero, Alejandra Daniela; Jacubovich, Silvia; Burin, Débora Inés

doi:10.24193/cbb.2018.22.05

Cited by 14 publications

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“…During the Auditory Working Memory subtest, participants listen to a mixed series of words and digits and then must rearrange them by first saying the words in order and then the numbers. Working memory, and in particular verbal working memory, is known to be an important predictor of math skills (e.g., Formoso et al, 2018).…”

Section: Wj-iii Subtests: Spatial Relations and Auditory Working Memorymentioning

confidence: 99%

Taking the relational structure of fractions seriously: Relational reasoning predicts fraction knowledge in elementary school children

Kalra

Hubbard

Matthews

2020

Contemporary Educational Psychology

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Section: Wj-iii Subtests: Spatial Relations and Auditory Working Memorymentioning

confidence: 99%

Taking the relational structure of fractions seriously: Relational reasoning predicts fraction knowledge in elementary school children

Kalra

Hubbard

Matthews

2020

Contemporary Educational Psychology

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“…They proposed a task‐switching account positing that time‐based forgetting (i.e., time spent processing and not maintaining information) determines WM capacity. These studies are important as they argue for a direct role of processing speed in WM, and further research has demonstrated how faster processing times might explain relationships with mathematics (Formoso et al., 2018; Geary, 2011; Gordon, Smith‐Spark, Newton, & Henry, 2020; Li & Geary, 2013).…”

Section: Introductionmentioning

confidence: 99%

Mapping components of verbal and visuospatial working memory to mathematical topics in seven‐ to fifteen‐year‐olds

Gordon

Morais

Whitelock

et al. 2021

Brit J of Edu Psychol

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Background. Developmental research provides considerable evidence of a strong relationship between verbal and visuospatial working memory (WM) and mathematics ability across age groups. However, little is known about how components of WM (i.e., short-term storage, processing speed, the central executive) might relate to mathematics sub-categories and how these change as children develop.Aims. This study aimed to identify developmental changes in relationships between components of verbal and visuospatial WM and specific mathematics abilities.Sample. Children (n = 117) were recruited from four UK schools across three age groups (7-8 years; 9-10 years; and 14-15 years).Methods. Children's verbal and visuospatial short-term storage, processing speed, and central executive abilities were assessed. Age-based changes in the contributions from these abilities to performance on mathematics sub-categories were examined.Results. When WM was examined both as an amalgamation of its component parts, and individually, relationships with mathematics were more evident in younger children compared to the middle and older age groups. However, when unique variance was examined for each WM predictor (controlling for the other components), many of those relationships disappeared. Relationships with processing speed and the central executive were found to be more evident in the older age groups. Conclusions. The WM-mathematics relationship changes dependent on age and mathematical sub-component. Overlap in individual WM abilities in younger children, compared to reliance on the central executive and processing speed in older children, suggests a set of fluid resources important in mathematics learning in younger children but separating out as children grow older.Working memory (WM) is commonly defined as a limited capacity system which holds information in mind for a known purpose, while concurrently processing other information. Importantly, it is relied on when a situation is novel (Shallice & Burgess, 1996), for example when learning new information (Cowan, 2014). DevelopmentalThis is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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“…One possibility might be the general cognitive processing speed and working memory. Formoso et al (2018) demonstrated that working memory and cognitive processing speed have a significant impact on maths cognition in an investigation with 4-6-year-old children. The role of working memory for specific mathematical exercises (arithmetic story problems and measurement skills) has also been proven for third grade pupils (Campos, Almeida, Ferreira, Martinez, & Ramalho, 2013).…”

Section: No Prediction Of Mathematical Ability By Sports Abilitymentioning

confidence: 97%

Sports and mathematical abilities in primary school-aged children: How important are spatial abilities? An explorative study

Jansen

Pietsch

2020

Curr Psychol

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It is well known that sports and mathematical abilities are related to spatial abilities, also a relation between sport and mathematical abilities is assumed. However, the relation between all three aspects has not been investigated until now. Therefore, the main goal of the study is to examine the relationship between sport, spatial and mathematical ability in elementary school aged children. 50 boys and 42 girls from third grade solved spatial and sport tasks, which can be differentiated into the following: intrinsic-dynamic, intrinsic-static and extrinsic-static. Furthermore, their performances in mathematical (separated into numerical/arithmetical and geometrical) abilities were analyzed. The results showed significant correlations between the static spatial and sporting activities. This correlation is due to the strong correlation within the group of girls. Furthermore, a good performance in the intrinsic-spatial ability was related to a high geometrical ability of the children, especially in boys. However, the geometrical ability could not be predicted by sport abilities.

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Mathematical cognition, working memory, and processing speed in children

Cited by 14 publications

References 0 publications

Taking the relational structure of fractions seriously: Relational reasoning predicts fraction knowledge in elementary school children

Taking the relational structure of fractions seriously: Relational reasoning predicts fraction knowledge in elementary school children

Mapping components of verbal and visuospatial working memory to mathematical topics in seven‐ to fifteen‐year‐olds

Sports and mathematical abilities in primary school-aged children: How important are spatial abilities? An explorative study

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