Literaturnachweis - Detailanzeige
Autor/inn/en | Alloway, Tracy Packiam; Passolunghi, Maria Chiara |
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Titel | The Relationship between Working Memory, IQ, and Mathematical Skills in Children |
Quelle | In: Learning and Individual Differences, 21 (2011) 1, S.133-137 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1041-6080 |
DOI | 10.1016/j.lindif.2010.09.013 |
Schlagwörter | Mathematics Tests; Short Term Memory; Verbal Ability; Correlation; Intelligence Quotient; Young Children; Spatial Ability; Prediction; Mathematics Skills; Vocabulary |
Abstract | 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. (Contains 3 tables.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |