Spatial Working Memory Counts: Evidence for a Specific Association between Visuo-Spatial Working Memory and Arithmetic in Children

Autor/inn/en	Allen, Lucy; Dowker, Ann
Titel	Spatial Working Memory Counts: Evidence for a Specific Association between Visuo-Spatial Working Memory and Arithmetic in Children
Quelle	In: International Electronic Journal of Elementary Education, 14 (2022) 3, S.199-211 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dowker, Ann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Visual Perception; Spatial Ability; Arithmetic; Elementary School Students; Grade 2; Mathematics Tests; Spelling; Verbal Ability; Correlation; Short Term Memory; Measures (Individuals); Mathematics Skills; Learning Strategies; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 02; 2. Schuljahr; Schuljahr 02; Schreibweise; Mündliche Leistung; Korrelation; Kurzzeitgedächtnis; Messdaten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland
Abstract	We examined the role of visuo-spatial working memory in different types of arithmetic ability in children. Previous research had suggested that arithmetic is not a single entity (Dowker, 2005, 2015), and also that visuo-spatial working memory is specifically involved in mathematical cognition (McKenzie et al., 2003) There has, however, been little research on the relationships between visuo-spatial working memory and different types of arithmetic. We tested 39 children in Year 2 (6 to 7 years) and Year 4 (8 to 9 years), taking measures of written arithmetic, mental oral arithmetic, and derived fact strategy use (the ability to derive unknown arithmetical facts from known facts, by using arithmetical principles). We also measured visuospatial working memory, verbal comprehension, and spelling ability. We investigated the relationships between visuo-spatial working memory and our three arithmetic measures, as well as spelling and verbal comprehension, to test whether these effects were specific to mathematical abilities. We found that visuo-spatial working memory was specifically associated with both verbal oral and mental written arithmetic, and but not with spelling or derived fact strategy use. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01