The relationship between working memory, IQ and mathematical skills in children

被引：145

作者：

Alloway, Tracy Packiam ^{[1
]}

Passolunghi, Maria Chiara ^{[1
]}

机构：

[1] Univ Trieste, I-34127 Trieste, Italy

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2011年 / 21卷 / 01期

关键词：

Working memory; Arithmetical abilities; Vocabulary; Mathematical skills; INDIVIDUAL-DIFFERENCES; SHORT-TERM; ABILITY; COMPREHENSION; DIFFICULTIES; COMPONENT; DEFICITS;

D O I：

10.1016/j.lindif.2010.09.013

中图分类号：

G44 [教育心理学];

学科分类号：

040209 [教育心理学];

摘要：

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. (C) 2010 Published by Elsevier Inc.

引用

页码：133 / 137

页数：5

共 45 条

[1]

Alloway T. P., 2007, Automated Working Memory Assessment

[2]

A structural analysis of working memory and related cognitive skills in young children [J].