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Working Memory Predictors of Written Mathematics in 7-8 Year Old Children

Allen, K.; Giofrè, D.; Higgins, S.; Adams, J.

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Authors

D. Giofrè

J. Adams



Abstract

There is extensive evidence for the involvement of working memory in mathematical attainment. This study aims to identify the relative contributions of verbal, spatial-simultaneous, and spatial-sequential working memory measures in written mathematics. Year 3 children (7–8 years of age, n = 214) in the United Kingdom were administered a battery of working memory tasks alongside a standardised test of mathematics. Confirmatory factor analyses and variance partitioning were then performed on the data to identify the unique variance accounted for by verbal, spatial-simultaneous, and spatial-sequential measures. Results revealed the largest individual contribution was that of verbal working memory, followed by spatial-simultaneous factors. This suggests the components of working memory underpinning mathematical performance at this age are those concerning verbal-numeric and spatial-simultaneous working memory. Implications for educators and further research are discussed.

Citation

Allen, K., Giofrè, D., Higgins, S., & Adams, J. (2020). Working Memory Predictors of Written Mathematics in 7-8 Year Old Children. Quarterly Journal of Experimental Psychology, 73(2), 239-248. https://doi.org/10.1177/1747021819871243

Journal Article Type Article
Acceptance Date Jul 26, 2019
Online Publication Date Sep 5, 2019
Publication Date Feb 1, 2020
Deposit Date Aug 6, 2019
Publicly Available Date Mar 28, 2024
Journal Quarterly Journal of Experimental Psychology
Print ISSN 1747-0218
Electronic ISSN 1747-0226
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 73
Issue 2
Pages 239-248
DOI https://doi.org/10.1177/1747021819871243

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Copyright Statement
Allen, K., Giofrè, D., Higgins, S. & Adams, J. (2020). Working Memory Predictors of Written Mathematics in 7-8 Year Old Children. Quarterly Journal of Experimental Psychology 73(2): 239-248.. Copyright © 2019 Experimental Psychology Society. DOI: 10.1177/1747021819871243





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