Developmental Changes in Working Memory, Updating, and Math Achievement

Autor/inn/en	Lee, Kerry; Bull, Rebecca
Titel	Developmental Changes in Working Memory, Updating, and Math Achievement
Quelle	In: Journal of Educational Psychology, 108 (2016) 6, S.869-882 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000090
Schlagwörter	Children; Short Term Memory; Mathematics Achievement; Adolescents; Longitudinal Studies; Listening; Recall (Psychology); Mathematics Skills; Correlation; Age Differences; Knowledge Level; Socioeconomic Status; Foreign Countries; Elementary School Students; Secondary School Students; Singapore + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Kurzzeitgedächtnis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hörvorgang; Zuhören; Abberufung; Mathematics ability; Korrelation; Age; Difference; Age difference; Altersunterschied; Wissensbasis; Socio-economic status; Sozioökonomischer Status; Ausland; Sekundarschüler; Singapur
Abstract	Children with higher working memory or updating (WMU) capacity perform better in math. What is less clear is whether and how this relation varies with grade. Children (N = 673, kindergarten to Grade 9) participated in a 4-year cross-sequential study. Data from 3 WMU (Listening Recall, Mr. X, and an updating task) and a standardized math task (Numerical Operations) showed strong cross-sectional correlations at each of the 10 grades, but particularly at Grades 1 and 2. Cross-lagged autoregressive analysis showed invariance in the predictive relations between WMU and subsequent math performance, but the importance of domain-specific knowledge increased with grade. Latent growth modeling showed that higher WMU capacity at kindergarten predicted higher math growth rates, averaged across all grades, but WMU growth rate was invariant across grades. Socioeconomic status, but not gender, explained variance in WMU at kindergarten. Implications for WM training are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01