The Role of Working Memory Updating and Capacity in Children's Mathematical Abilities: A Developmental Cascade Model

Autor/inn/en	Hu, Qiong; Liang, Zhanhong; Zhou, Yanlin; Feng, Shanshan; Zhang, Qiong
Titel	The Role of Working Memory Updating and Capacity in Children's Mathematical Abilities: A Developmental Cascade Model
Quelle	In: British Journal of Educational Psychology, 93 (2023) 3, S.676-693 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Qiong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12585
Schlagwörter	Short Term Memory; Mathematics Skills; Elementary School Students; Grade 1; Foreign Countries; Arithmetic; Spatial Ability; Mathematics Achievement; Visual Perception; Predictor Variables; China + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Räumliches Vorstellungsvermögen; Mathmatics sikills; Mathematical ability; Visuelle Wahrnehmung; Prädiktor
Abstract	Background: Previous studies indicated that working memory (WM) updating and WM capacity play essential roles in mathematical ability. However, it is unclear whether WM capacity mediates the effect of WM updating on mathematics, and whether the cascading effects vary with different mathematical domains. Aims: The current study aims to explore the longitudinal mediating role of WM capacity between WM updating and mathematical performance, and how the relations change with the age and domains. Sample: A total of 131 Chinese first-graders participated the study. Methods: Participants were required to complete tasks on WM updating and WM capacity in Grade 1 and Grade 2, as well as paper-and-pencil tests on mathematics achievement in Grade 3. The role of WM updating and capacity in the development of pupil's mathematical achievement was examined. Results: Results revealed that verbal WM updating in Grade 1 predicted basic arithmetic and logical-visuospatial ability in Grade 3 via its cascading effect on verbal WM capacity in Grade 2. Moreover, visuospatial WM updating in Grade 1 predicted visuospatial WM capacity in Grade 2. Visuospatial WM capacity in Grade 1 predicted logical-visuospatial ability in Grade 3 instead of basic arithmetic ability in Grade 3. Conclusions: The findings suggested that WM updating exerts effect on pupil's mathematical performance via WM capacity, meanwhile, this effect depends on children's mathematics domain. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01