Abstract
This study examined how working memory (WM) and mathematics performance are related among students entering mathematics-intensive undergraduate STEM programs (N = 317). Among students of mechanical engineering and math-physics, we addressed two questions: (1) Do verbal and visuospatial WM differ in their relation with three measures of mathematics performance: numerical reasoning ability, prior knowledge in mathematics, and achievements in mathematics-intensive courses? (2) To what extent are the effects of WM on achievements in mathematics-intensive courses mediated by numerical reasoning ability and prior knowledge in mathematics? A latent correlational analysis revealed that verbal WM was at least as strongly associated with the three mathematics measures as visuospatial WM. A latent mediation model revealed that numerical reasoning fully mediated the effects of WM on achievements in math-intensive courses, both directly and in a doubly mediated effect via prior knowledge in mathematics. We conclude that WM across modalities contributes significantly to mathematics performance of mathematically competent students. The effect of verbal WM emerges as being more pronounced than has been assumed in prior literature.
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