Abstract
BackgroundPrevious research suggests that visuospatial working memory (WM) is a unique predictor of mathematics. However, evidence from neuropsychology and cognitive studies suggests dissociations between visual and spatial WM. ProcedureWe examined the differential relationships between visual and spatial WM with mathematics using a new task that 1) utilized the same paradigm across visual and spatial tasks and 2) required executive WM. Main findingsWe found that our new spatial WM task related to mathematics scores while visual WM did not. Spatial WM related to mathematics scores for fourth-graders and not second graders, consistent with previous findings on the relationship between spatial skills and mathematics as mathematics becomes more complex. No relationship was found between spatial WM and reading scores at either grade level. ConclusionsOur results highlight the dynamic relationship between WM components and mathematics over the elementary school years and suggest that spatial WM is a unique predictor of mathematics starting from middle childhood.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
