Abstract
The relative importance of visual-spatial and verbal working memory for mathematics performance and learning seems to vary with age, the novelty of the material, and the specific math domain that is investigated. In this study, the relations between verbal and visual-spatial working memory and performance in four math domains (i.e., addition, subtraction, multiplication, and division) at different ages during primary school are investigated. Children (N = 4337) from grades 2 through 6 participated. Visual-spatial and verbal working memory were assessed using online computerized tasks. Math performance was assessed at the start, middle, and end of the school year using a speeded arithmetic test. Multilevel Multigroup Latent Growth Modeling was used to model individual differences in level and growth in math performance, and examine the predictive value of working memory per grade, while controlling for effects of classroom membership. The results showed that as grade level progressed, the predictive value of visual-spatial working memory for individual differences in level of mathematics performance waned, while the predictive value of verbal working memory increased. Working memory did not predict individual differences between children in their rate of performance growth throughout the school year. These findings are discussed in relation to three, not mutually exclusive, explanations for such age-related findings.
Highlights
The relative importance of visual-spatial and verbal working memory for mathematics performance and learning seems to vary with age, the novelty of the material, and the specific math domain that is investigated
In step 3, we extended the four overall models from step 1 with visual-spatial and verbal working memory as predictors to test whether individual differences in the level of performance and the rate of growth in math fluency were predicted by working memory, and whether these models provided a good fit
The results indicate that visual-spatial and verbal working memory predict individual differences in children’s level of performance in each math domain, but are not predictive of individual differences in growth rate over the school year
Summary
The relative importance of visual-spatial and verbal working memory for mathematics performance and learning seems to vary with age, the novelty of the material, and the specific math domain that is investigated. The strength of the relationship between different working memory modalities and mathematics performance is found to vary as a result of the type of mathematics tests used, and the strategies and mental models these tests elicit In their recent meta-analysis, Friso-van den Bos and colleagues (2013) found the majority of working memory components to be more strongly associated with general mathematics tests, such as a national curriculum test and composite measures, than with purely arithmetical measures. Since solving mathematical problems may elicit visual-spatial as well as verbal representations and strategies, both visualspatial and verbal working memory components are likely to be involved in learning mathematics
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