Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years

Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study

“…Similar relationships with early individual differences in the phonological component of working memory have also been reported for math achievement (Berg, 2008;Rasmussen & Bisanz, 2005;Hecht, Torgesen, Wagner, & Rashotte, 2001; but see Lee, Ng, Ng, & Lim, 2004;Swanson, 2006). Here, effects of the central executive seem particularly strong (Bull, Espy, & Wiebe, 2008;Geary, Brown, & Samaranayake, 1991;Geary & Hoard, 2001;Gersten, Jordan, & Flojo, 2005;Leather & Henry, 1994;Lee, Ng, Ng, & Lim, 2004;Lemaire, Abdi, & Fayol, 1996;Logie, Gilhooly, & Wynn, 1994;Passolunghi, & Siegel, 2004;Passolunghi, Vercelloni, & Schadee, 2007;Rammelaere, Stuyven, & Vandierendonck, 2001;Swanson, 2006;Swanson & Beebe-Frankenberger, 2004;Thomas, Zoelch, Seitz-Stein, & Schumann-Hengsteler, 2006). In a recent study by Geary, Hoard, Byrd-Graven, Nugent, and Numtee (2007) it was shown that all components of working memory, including the visual-spatial sketch pad, are related to math performance in school.…”

“…In a recent study by Geary, Hoard, Byrd-Graven, Nugent, and Numtee (2007) it was shown that all components of working memory, including the visual-spatial sketch pad, are related to math performance in school. The impact of the visual-spatial sketch pad on math achievement was also confirmed in recent cross-sectional and longitudinal studies (Berg, 2008;Bull, Espy, & Wiebe, 2008;Simmons, Singleton, & Horne, 2008; but see Leather & Henry, 1994;Lee, Ng, Ng, & Lim, 2004;Seitz & Schumann-Hengsteler, 2002;Swanson, 2006, for inconsistent results).…”

“…For instance, indicators of working memory have been identified as potentially relevant unspecific predictors of both literacy and mathematics development in school (see Berg, 2008;Bull, Espy, & Wiebe, 2008;Geary, Hamson, & Hoard, 2000;Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007;Hecht, Torgesen, Wagner, & Rashotte, 2001;Landerl, Bevan, & Butterworth, 2004;Swan & Goswami, 1997;Wolf, 1984). Phonological aspects of working memory, in particular, phonological recoding and phonological rehearsal processes as conceptualized in Baddeley's (1986) working memory model have been shown to affect subsequent literacy development during elementary school (see Daneman, 1987;Schneider & Näslund, 1999;Schuchardt, Kunze, Grube, & Hasselhorn, 2006;Swanson & Howell, 2001;Wagner & Torgesen, 1987).…”

Using developmental trajectories to examine verbal and visuospatial short-term memory development in children and adolescents with Williams and Down syndromes

“…Gathercole, Willis, Emslie, & Baddeley, 1992), and positive educational outcomes (e.g. Bull, Espy, & Wiebe, 2008). Matching studies of individuals with WS and DS have suggested that they display the expected relative STM strengths and difficulties.…”

Preterm Toddlers' Inhibitory Control Abilities Predict Attention Regulation and Academic Achievement at Age 8 Years

“…Inhibitory control predicts the development of the executive attention network [11] and is related to children's executive functions (EFs), high-level cognitive abilities that allow humans to show adaptive, goal-directed behavior in complex situations [12]. In an ever-changing and unpredictable environment, EFs, and self-control in particular, are not only vital to master real-life situations but also predict long-term academic achievement [13][14][15].…”