Working memory and phonological processing as predictors of children's mathematical problem solving at different ages

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Educational Psychology

Background:

• Working memory (WM) is crucial for complex cognitive tasks.
• Understanding the role of WM in mathematical problem solving (MPS) is vital for educational interventions.
• Age-related differences in WM and MPS suggest developmental influences.

Purpose of the Study:

• To investigate the contribution of WM to MPS in children aged 8 and 11.
• To determine if WM predicts MPS independently of other cognitive and academic factors.
• To explore the nature of the WM system underlying age-related performance in MPS.

Main Methods:

• A study involving 8- and 11-year-old children.
• WM performance was assessed, controlling for phonological processing.
• Prediction models examined WM's relationship with MPS, considering problem representation, knowledge, phonological processing, fluid intelligence, reading, and math skills.

Main Results:

• Age-related differences in WM persisted after accounting for phonological processing.
• WM independently predicted word problem-solving accuracy.
• A second-order WM factor correlated with problem-solving performance, indicating an executive system.

Conclusions:

• The executive system of WM is a key predictor of age-related improvements in MPS.
• This executive system's influence on MPS is independent of phonological processing and domain-specific knowledge.
• WM's executive functions are critical for mathematical problem-solving development beyond basic skills.