Validity and reliability of an online visual–spatial working memory task for self-reliant administration in school-aged children

Weijer-Bergsma, Eva van de; Kroesbergen, Evelyn H.; Prast, Emilie J.; Luit, Johannes E. H. Van

doi:10.3758/s13428-014-0469-8

Cited by 42 publications

(51 citation statements)

References 51 publications

(64 reference statements)

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“…Two online computerized working memory tasks suitable for self-reliant administration in the classroom were administered, the Lion game and the Monkey game. The Lion game is a visual-spatial complex span task, in which children have to search for colored lions (Van de Weijer-Bergsma, Kroesbergen, Prast, & Van Luit, 2014 ). Children are presented with a 4 × 4 matrix containing 16 bushes.…”

Section: Methodsmentioning

confidence: 99%

Verbal and visual-spatial working memory and mathematical ability in different domains throughout primary school

2014

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The relative importance of visual-spatial and verbal working memory for mathematics performance and learning seems to vary with age, the novelty of the material, and the specific math domain that is investigated. In this study, the relations between verbal and visual-spatial working memory and performance in four math domains (i.e., addition, subtraction, multiplication, and division) at different ages during primary school are investigated. Children (N = 4337) from grades 2 through 6 participated. Visual-spatial and verbal working memory were assessed using online computerized tasks. Math performance was assessed at the start, middle, and end of the school year using a speeded arithmetic test. Multilevel Multigroup Latent Growth Modeling was used to model individual differences in level and growth in math performance, and examine the predictive value of working memory per grade, while controlling for effects of classroom membership. The results showed that as grade level progressed, the predictive value of visual-spatial working memory for individual differences in level of mathematics performance waned, while the predictive value of verbal working memory increased. Working memory did not predict individual differences between children in their rate of performance growth throughout the school year. These findings are discussed in relation to three, not mutually exclusive, explanations for such age-related findings.

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Section: Methodsmentioning

confidence: 99%

Verbal and visual-spatial working memory and mathematical ability in different domains throughout primary school

2014

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“…Visual spatial working memory -The Lion game is a visual spatial complex span task, in which children have to search for colored lions (Van de Weijer-Bergsma, Kroesbergen, Prast, & Van Luit, 2015 last location where a lion of a certain color had appeared and they had to use the mouse button to click on that location after the sequence has ended. The task started with two practice trials in which they had to remember the location of the last red and the last blue lion.…”

Section: Working Memorymentioning

confidence: 99%

Creativity as predictor of mathematical abilities in fourth graders in addition to number sense and working memory

Kroesbergen¹,

Schoevers²

2017

J. Numer. Cogn.

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In this study, it was investigated how domain-specific (number sense) and domain-general (working memory, creativity) factors explain the variance in mathematical abilities in primary school children. A total of 166 children aged 8 to 10 years old participated. Several tests to measure math ability, mathematical creativity, number sense, verbal and visual spatial working memory and creativity were administered. Data were analyzed with a series of correlation and regression analyses. Number sense, working memory and creativity were all found to be important predictors of academic and creative mathematical ability. Furthermore, groups with math learning disabilities (MLD) and mathematical giftedness (MG) were compared to a typically developing (TD) group. The results show that the MLD group scored lower on number line estimation and visual spatial working memory than the TD group, while the MG group differed from the TD group on visual spatial working memory and creativity. It is concluded that creativity plays a significant role in mathematics, above working memory and number sense. Research on individual differences in the development of mathematical cognition has pointed to two main underlying cognitive factors: number sense and working memory (e.g., Fuchs, Geary, Compton, Fuchs, Hamlett, & Bryant, 2010;Geary, 2010). Number sense (NS) could be seen as the domain-specific precursor of mathematics. Working memory is a domain-general predictor, not only in mathematical development but also in other academic areas. Although several other cognitive factors have been related to math, such as processing speed (e.g., Peterson et al., 2017;Willcutt et al., 2013), or phonological skills (e.g., Barnes et al., 2014;Slot, Van Viersen, De Bree, & Kroesbergen, 2016), working memory and number sense together explain a substantial part of the variance in mathematics (e.g., 48-50% in Kroesbergen & Van Dijk, 2015; 24-28% in Toll, Kroesbergen, & Van Luit, 2016). These two factors are not only related to mathematics in typically developing (TD) children, but they have also repeatedly been found to explain differences between children with mathematical learning disabilities (MLD) and TD children (e.g., Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007;Mazzocco, Feigenson, & Halberda, 2011;Mussolin, Mejias, & Noël, 2010;Piazza et al., 2010; Raghubar, jnc.psychopen.eu | 2363-8761 Barnes, & Hecht, 2010Schuchardt, Maehler, & Hasselhorn, 2008). However, from another body of research, on mathematically gifted (MG) children, another domain-general factor appears that may influence mathematics as well: Creativity (e.g., Leikin, Koichu, & Berman, 2009;Mann, 2006;Sriraman, 2005). However, studies investigating the role of creativity in mathematics have taken neither working memory nor number sense into account. The goal of the current study is to compare the role of working memory and number sense with that of creativity in the mathematical abilities of both TD children as well as children with MLD and MG children in fourth grade....

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“…Future research therefore should take this into account by administering working memory tasks that are specifically targeted to and validated for this age group (e.g. Van de Weijer-Bergsma et al, 2014;Van de Weijer-Bergsma et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Observation of Depictive Versus Tracing Gestures Selectively Aids Verbal Versus Visual–Spatial Learning in Primary School Children

Wermeskerken

Fijan

Eielts

et al. 2016

Applied Cognitive Psychology

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Previous research has established that gesture observation aids learning in children. The current study examined whether observation of gestures (i.e. depictive and tracing gestures) differentially affected verbal and visual-spatial retention when learning a route and its street names. Specifically, we explored whether children (n = 97) with lower visual and verbal workingmemory capacity benefited more from observing gestures as compared with children who score higher on these traits. To this end, 11-to 13-year-old children were presented with an instructional video of a route containing no gestures, depictive gestures, tracing gestures or both depictive and tracing gestures. Results indicated that the type of observed gesture affected performance: Observing tracing gestures or both tracing and depictive gestures increased performance on route retention, while observing depictive gestures or both depictive and tracing gestures increased performance on street name retention. These effects were not differentially affected by working-memory capacity.

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Validity and reliability of an online visual–spatial working memory task for self-reliant administration in school-aged children

Cited by 42 publications

References 51 publications

Verbal and visual-spatial working memory and mathematical ability in different domains throughout primary school

Verbal and visual-spatial working memory and mathematical ability in different domains throughout primary school

Creativity as predictor of mathematical abilities in fourth graders in addition to number sense and working memory

Observation of Depictive Versus Tracing Gestures Selectively Aids Verbal Versus Visual–Spatial Learning in Primary School Children

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