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Working memory impairments in children with specific arithmetic learning difficulties.

J F McLean1, G J Hitch

  • 1Lancaster University, Lancaster, United Kingdom.

Journal of Experimental Child Psychology
|October 21, 1999
PubMed
Summary
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Children with arithmetic difficulties show normal phonological working memory but deficits in spatial and executive working memory, impacting math skills. These findings clarify working memory

Area of Science:

  • Cognitive Psychology
  • Developmental Neuroscience

Background:

  • Previous research on working memory deficits in children with arithmetic difficulties is limited by methodological issues.
  • Specific selection techniques and control groups have hindered clear conclusions about the nature of these impairments.

Purpose of the Study:

  • To investigate working memory deficits in children with specific arithmetic difficulties, addressing prior methodological criticisms.
  • To differentiate impairments in phonological, spatial, and executive working memory in this population.

Main Methods:

  • Assessed 9-year-old children with arithmetic difficulties (normal reading) against age-matched and ability-matched control groups.
  • Utilized a battery of 10 tasks to evaluate various working memory components, including executive functions.

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  • Employed rigorous control group selection to isolate arithmetic-specific deficits.

    • Main Results:

    • Children with arithmetic difficulties exhibited normal phonological working memory compared to age-matched controls.
    • Impairments were observed in spatial working memory and certain executive processing tasks relative to age-matched controls.
    • When compared to ability-matched controls, deficits were specific to one executive task involving information manipulation in long-term memory.

    Conclusions:

    • Deficits in executive and spatial working memory are strongly associated with poor arithmetical attainment.
    • The study clarifies the specific components of working memory that are compromised in children with math difficulties.
    • Findings suggest targeted interventions focusing on executive and spatial working memory could benefit children struggling with arithmetic.