Abstract
Previous research has demonstrated that working memory performance is linked to mathematics achievement. Most previous studies have involved children and arithmetic rather than more advanced forms of mathematics. This study compared the performance of groups of adult mathematics and humanities students. Experiment 1 employed verbal and visuo-spatial working memory span tasks using a novel face-matching processing element. Results showed that mathematics students had greater working memory capacity in the visuo-spatial domain only. Experiment 2 replicated this and demonstrated that neither visuo-spatial short-term memory nor endogenous spatial attention explained the visuo-spatial working memory differences. Experiment 3 used working memory span tasks with more traditional verbal or visuo-spatial processing elements to explore the effect of processing type. In this study mathematics students showed superior visuo-spatial working memory capacity only when the processing involved had a comparatively low level of central executive involvement. Both visuo-spatial working memory capacity and general visuo-spatial skills predicted mathematics achievement.
Highlights
Previous research has demonstrated that working memory performance is linked to mathematics achievement
This was underlined by the strong correlation between visuo-spatial span and Woodcock-Johnson Calculation scores, which revealed visuo-spatial working memory capacity has a significant association with mathematics achievement
These findings suggest that visuo-spatial working memory may be linked to advanced mathematics in adults
Summary
Previous research has demonstrated that working memory performance is linked to mathematics achievement. In this study mathematics students showed superior visuospatial working memory capacity only when the processing involved had a comparatively low level of central executive involvement. Both visuo-spatial working memory capacity and general visuo-spatial skills predicted mathematics achievement. The vast majority of this research has focused on arithmetic, most often with children, and there has been comparatively little focusing on the cognitive skills associated with the performance of advanced mathematics in adults (Wei, Yuan, Chen, & Zhou, 2012). Research involving children might reflect the role of working memory in learning mathematics rather than the proficient performance of mathematics, and working memory may play a larger role in the arithmetic that dominates early mathematics, rather than the wider range of areas encountered later in study
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