Event Abstract Back to Event Age related differences in the influences of domain-general and domain-specific variables on mathematical achievement Kerry Lee1* 1 National Institute of Education, Singapore Previous studies showed that success in mathematics is dependent on both domain-general cognitive capabilities and domain-specific competencies. What remains unclear is the extent to which associations vary with age and the extent to which the relative importance of domain-general versus domain-specific factors vary. In this talk, I will focus largely on working memory and updating as representative of domain-general capacities. The extant literature point to three ways in which patterns of relations between working memory, updating, and math performance can be characterised. Studies conducted with younger children, in particular, suggest that working memory predicts mathematical performance more consistently than does prior mathematical performance. Others suggest that the explanatory power of working memory and updating is largely mediated by prior mathematical achievement. A third possibility is a dynamic model, which specifies that the relative importance of WM, updating, and prior mathematical performance vary both with age and the domain of mathematics under consideration. We tested these hypotheses with data from a four-year longitudinal study that involved 673 children from K2, Grades 2, 4 and 6 (5, 7, 9, and 11 year olds, respectively). Each year, children completed a battery of working memory (Listening Recall, Mr. X, and an updating task) and mathematics tasks. For mathematics, we adopted both a wider lens that examined the development of mathematical skills in general and a narrower lens that focused on the development of algebraic skills. The former was measured using a standardised math task (Numerical Operations). The latter was measured using both mathematical relation tasks (Number Sequences, Function Machine, Functions) and algebra word problems. Examination of concurrent relationships indicated that the magnitude of relations between Numerical Operations and working memory was lowest in Kindergarten, peaked at Grade 1, and moderated but remained strong for the older children. Of interest was that from a predictive perspective, working memory predicted performance on Numerical Operations equally well across the ten grades. In contrast, compared to the primary years, performance in the more senior grades was more heavily dependent on performance the year before. Despite strong cross-sectional correlations, working memory and updating did not consistently predict performances on any of the mathematical relational or algebraic tasks. Interestingly, children with smaller working memory and updating capacities in 7th grades tended to do better in 8th grade algebra. The canonical relation (i.e., higher capacity, better performance) was observed again one year later. These findings point to a dynamic relation in which associations between domain-general, domain-specific, and mathematics performance vary depending both on grade and the domain of mathematics under consideration. It was surprising that working memory and updating failed to predict performance in algebra problems in subsequent years. This is discussed in terms of resources required for solving versus learning how to solve algebraic problems. Keywords: working memory capacity, Mathematics, algebra, Longitudinal Studies, mathematical patterns Conference: International Conference - Educational Neuroscience, Abu Dhabi, United Arab Emirates, 28 Feb - 29 Feb, 2016. Presentation Type: Oral Presentation (invited speakers only) Topic: Educational Neuroscience Citation: Lee K (2016). Age related differences in the influences of domain-general and domain-specific variables on mathematical achievement. Front. Neurosci. Conference Abstract: International Conference - Educational Neuroscience. doi: 10.3389/conf.fnins.2016.92.00009 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 25 Jan 2016; Published Online: 23 Mar 2016. * Correspondence: Dr. Kerry Lee, National Institute of Education, Singapore, Singapore, kerrylee@eduhk.hk Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Kerry Lee Google Kerry Lee Google Scholar Kerry Lee PubMed Kerry Lee Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.