کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
365040 | 621104 | 2011 | 5 صفحه PDF | دانلود رایگان |

The aim of the present study was to investigate the contribution of working memory and verbal ability (measured by vocabulary) to mathematical skills in children. A sample of 206 seven- and eight-year-olds was administered tests of these cognitive skills. A different pattern emerged that was dependent on both the memory task and the math skill. In the seven-year olds, visuo-spatial and verbal memory uniquely predicted performance on the math tests; however, in the eight-year olds, only visuo-spatial short-term memory predicted math scores. Even when differences in vocabulary were statistically accounted, memory skills uniquely predicted mathematical skills and arithmetical abilities. This pattern of findings provides a useful starting point that can add to existing research on the contributions of working memory and vocabulary to different mathematical skills.
Research Highlights
► There is an age-related difference in mathematical skills which was dependent on both the memory task and the math skill.
► In the seven-year olds, visuo-spatial and verbal memory uniquely predicted performance on the math tests
► In the eight-year olds, only visuo-spatial short-term memory predicted math scores.
► Even when differences in vocabulary were statistically accounted, memory skills uniquely predicted mathematical skills and arithmetical abilities.
Journal: Learning and Individual Differences - Volume 21, Issue 1, February 2011, Pages 133–137