Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

scholarly journals Creativity as predictor of mathematical abilities in fourth graders in addition to number sense and working memory

2017 ◽  
Vol 3 (2) ◽  
pp. 417-440 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Eveline M. Schoevers
Keyword(s):  
Working Memory ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Number Line ◽  
Primary School Children ◽  
Domain Specific ◽  
Mathematical Abilities ◽  
Visual Spatial ◽  
Number Line Estimation ◽  
Visual Spatial Working Memory

In this study, it was investigated how domain-specific (number sense) and domain-general (working memory, creativity) factors explain the variance in mathematical abilities in primary school children. A total of 166 children aged 8 to 10 years old participated. Several tests to measure math ability, mathematical creativity, number sense, verbal and visual spatial working memory and creativity were administered. Data were analyzed with a series of correlation and regression analyses. Number sense, working memory and creativity were all found to be important predictors of academic and creative mathematical ability. Furthermore, groups with math learning disabilities (MLD) and mathematical giftedness (MG) were compared to a typically developing (TD) group. The results show that the MLD group scored lower on number line estimation and visual spatial working memory than the TD group, while the MG group differed from the TD group on visual spatial working memory and creativity. It is concluded that creativity plays a significant role in mathematics, above working memory and number sense.

Shared Predictors of Academic Achievement in Children with ADHD: A Multi-Sample Study

2021 ◽  
pp. 108705472110120
Author(s):  
Kelly D. Carrasco ◽  
Chi-Ching Chuang ◽  
Gail Tripp
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Word Reading ◽  
Spatial Working Memory ◽  
Verbal Working Memory ◽  
The United States ◽  
Children With Adhd ◽  
Visual Spatial ◽  
Visual Spatial Working Memory ◽  
Predictors Of Academic Achievement

Objective: To identify common and shared predictors of academic achievement across samples of children with ADHD. Method: Two clinically referred samples from New Zealand (1 n = 88, 82% boys; 2 n = 121, 79% boys) and two community samples from the United States (3 n = 111, 65% boys; 4 n = 114, 69% boys), completed similar diagnostic, cognitive and academic assessments. Hierarchical multiple regression analyses identified significant predictors of word reading, spelling, and math computation performance in each sample. Results: Entered after IQ, semantic language, age at testing, and verbal working memory emerged as consistent predictors of achievement across academic subjects and samples. Visual-spatial working memory contributed to variance in math performance only. Symptom severity explained limited variance. Conclusions: We recommend evaluations of children with ADHD incorporate assessments of working memory and language skills. Classroom/academic interventions should accommodate reduced working memory and address any identified language weaknesses.

Differences in visual-spatial working memory and driving behavior between morning-type and evening-type drivers

2020 ◽  
Vol 136 ◽  
pp. 105402
Author(s):  
Yan Ge ◽  
Biying Sheng ◽  
Weina Qu ◽  
Yuexing Xiong ◽  
Xianghong Sun ◽  
...  
Keyword(s):  
Working Memory ◽  
Spatial Working Memory ◽  
Driving Behavior ◽  
Visual Spatial ◽  
Visual Spatial Working Memory ◽  
Morning Type

Event-Related Potentials in Young and Elderly Adults during a Visual Spatial Working Memory Task

2004 ◽  
Vol 35 (4) ◽  
pp. 185-192 ◽  
Author(s):  
Verner Knott ◽  
Anne Millar ◽  
Louise Dulude ◽  
Lisa Bradford ◽  
Fahad Alwahhabi ◽  
...  
Keyword(s):  
Working Memory ◽  
Spatial Working Memory ◽  
Memory Task ◽  
Event Related Potentials ◽  
Elderly Adults ◽  
Visual Spatial ◽  
Related Potentials ◽  
Visual Spatial Working Memory

Rats’ visual–spatial working memory: New object choice accuracy as a function of number of objects in the study array

2010 ◽  
Vol 41 (2) ◽  
pp. 125-140 ◽  
Author(s):  
Jerome Cohen ◽  
Xue Han ◽  
Anca Matei ◽  
Varakini Parameswaran ◽  
Robert Zuniga ◽  
...  
Keyword(s):  
Working Memory ◽  
Spatial Working Memory ◽  
Choice Accuracy ◽  
Object Choice ◽  
Visual Spatial ◽  
Visual Spatial Working Memory

scholarly journals Sustained Attention in Developmental Language Disorder and Its Relation to Working Memory and Language

2020 ◽  
Vol 63 (12) ◽  
pp. 4096-4108
Author(s):  
Erin Smolak ◽  
Karla K. McGregor ◽  
Tim Arbisi-Kelm ◽  
Nichole Eden
Keyword(s):  
Working Memory ◽  
Sustained Attention ◽  
Cognitive Abilities ◽  
Spatial Working Memory ◽  
Language Disorder ◽  
Language Ability ◽  
Developmental Language Disorder ◽  
Language Abilities ◽  
Visual Spatial ◽  
Visual Spatial Working Memory

Purpose Based on evidence of deficits in domain-general cognitive abilities associated with developmental language disorder (DLD), the current study examined sustained attention performance in children with DLD compared to children with typical language development (TLD) and the interrelations between visual–spatial sustained attention, visual–spatial working memory, and language abilities across groups. Method Participants included 67 children at 7 years of age: 25 children with DLD (13 girls and 12 boys) and 42 children with TLD (23 girls and 19 boys). We assessed children's visual–spatial sustained attention, visual–spatial working memory, and language ability on a test of narrative language. Result Children with DLD scored significantly below their peers on a measure of visual–spatial sustained attention. Significant intercorrelations were observed between sustained attention, working memory, and language ability within the DLD group, but no correlations were observed between these measures in the TLD group. Conclusion Children with DLD have domain-general deficits in sustained attention, and correlational results have implications for whether and how language abilities are supported by domain-general cognition in both typical and disordered development.

scholarly journals Visual vs. Spatial Contributions to Microsaccades and Visual-Spatial Working Memory

2014 ◽  
Vol 7 (2) ◽  
Author(s):  
Joshua T. Gaunt ◽  
Bruce Bridgeman
Keyword(s):  
Working Memory ◽  
Spatial Working Memory ◽  
Memory Task ◽  
Dynamic Visual Noise ◽  
Visual Component ◽  
Fixation Cross ◽  
Visual Spatial ◽  
Visual Spatial Working Memory ◽  
Choice Tasks ◽  
Oculomotor Activity

Microsaccade rates and directions were monitored while observers performed a visual working memory task at varying retinal eccentricities. We show that microsaccades generate no interference in a working memory task, indicating that spatial working memory is at least partially insulated from oculomotor activity. Intervening tasks during the memory interval affected microsaccade patterns; microsaccade frequency was consistently higher during concurrent spatial tapping (no visual component) than during exposure to dynamic visual noise (no task). Average microsaccade rate peaked after appearance of a fixation cross at the start of a trial, and dipped at cue onset and offset, consistent with previous results. Direction of stimuli in choice tasks did not influence microsaccade direction,however.

Sign in / Sign up

Export Citation Format

Share Document