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

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

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: Aug 7, 2019
• 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
• Public URL: https://durham-repository.worktribe.com/output/1296532