Allen, K. and Giofrè, D. and Higgins, S. and Adams, J. (2020) 'Working memory predictors of written mathematics in 7-8 year old children.', Quarterly journal of experimental psychology., 73 (2). pp. 239-248.
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.
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||https://doi.org/10.1177/1747021819871243|
|Publisher 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|
|Date accepted:||26 July 2019|
|Date deposited:||07 August 2019|
|Date of first online publication:||05 September 2019|
|Date first made open access:||No date available|
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