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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
Published on: June 12, 2017
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Working memory and literacy as predictors of performance on algebraic word problems
Kerry Lee1, Swee-Fong Ng, Ee-Lynn Ng
1Psychological Studies Academic Group, National Institute of Education, Singapore 637616. klee@nie.edu.sg
Journal of Experimental Child Psychology
|September 25, 2004
Summary
Working memory supports early math skills. In 10-year-olds, literacy skills, not executive functions directly, were key for algebraic word problems, with executive function effects mediated by literacy.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Neuroscience
Background:
- Individual differences in mathematical abilities are influenced by cognitive factors.
- Working memory is known to support early arithmetic performance.
Purpose of the Study:
- To investigate the role of working memory, intelligence quotient (IQ), and reading ability in algebraic word problem solving.
- To extend previous findings on cognitive contributions to mathematical abilities beyond simple arithmetic.
Main Methods:
- 151 10-year-olds completed algebraic word problems.
- Measures included working memory, IQ, and reading ability assessments.
Main Results:
- Literacy composite measures significantly contributed to algebraic word problem performance, more so than executive function capacity.
- Executive function's overall contribution was comparable to literacy, but its effect was mediated by literacy.
- Phonological loop and visual spatial sketchpad did not contribute directly, but indirectly via literacy and performance IQ, respectively.
Conclusions:
- Literacy skills play a crucial role in solving algebraic word problems, potentially mediating the impact of executive functions.
- Cognitive architecture for complex mathematical tasks involves indirect contributions from working memory components through literacy and IQ.
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