Whether verbal and visuospatial working memory play different roles in pupil’s mathematical abilities

Abstract

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.

Visuo-Spatial Working Memory and Mathematical Skills in Children: A Network Analysis Study

“…Our results, however, suggest the possibility that low-control VSWM also keeps a role in solving math tasks in older children. Our findings regarding the association between VSWM and math in older children are consistent with many studies showing that (i) the association between VSWM and math abilities may result in stable across age [ 13 , 69 , 94 , 95 ] or become stronger as a function of age [ 14 , 94 , 95 ], and (ii) there may be a development related shift from verbal to visuo-spatial WM and related strategy used to solving some math tasks [ 45 , 50 , 70 , 71 ], as well as a development related shift from visuo-spatial to both visuo-spatial and verbal WM strategy used to solve math tasks [ 53 , 55 , 95 ]. Moreover, De Vita et al [ 53 ] found that passive VSWM predicts early mathematical knowledge only among preschoolers, while active VSWM predicts math skills in both preschoolers and first-grade children.…”

The role of working memory updating and capacity in children's mathematical abilities: A developmental cascade model

“…In contrast, rote learning and retrieving memorized facts rely more on verbal WM (Van Der Ven et al, 2013). This was corroborated by both empirical studies and meta-analysis, that is, visuospatial WM played a more important role in pupils' geometry abilities and verbal WM had a greater effect on arithmetic abilities (Friso-Van Den Bos et al, 2013 for a meta-analysis; Allen & Giofrè, 2021;Liang et al, 2022).…”

“…This was corroborated by ample empirical evidence. In particular, cross‐sectional studies reported that WM capacity contributed to pupils' mathematical achievement (e.g., Blankenship et al, 2018; Cragg et al, 2017; Liang et al, 2022). Longitudinal studies confirmed that kindergarteners' WM capacity shared substantial variance with their mathematical achievement later in primary school (Nguyen & Duncan, 2019; Passolunghi et al, 2008; Xenidou‐Dervou et al, 2018).…”

Cognitive and Affective Factors in Relation to Learning

“…Regarding the WM domains, the use of composite measures of WM had a larger correlation with MP (r = 0.38) than isolated WM-domains alone (verbal WM: r = 30; visuospatial WM: r = 0.31), most likely because these tasks include computational requirements which are predictive of MP, both in the visuospatial and the phonological domains (Swanson and Kim, 2007). Moreover Liang et al (2021) showed that children in the first grade depended more on visuospatial ability than verbal WM, while fifth graders relied on both WM domains in MP situations. These results highlight the progressive and domain specific aspects of WM's influence on MP.…”