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Related Experiment Video

Updated: Jul 22, 2026

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
09:05

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

Does strategy knowledge influence working memory in children with mathematical disabilities?

M L Keeler1, H L Swanson

  • 1University of California, Riverside 92521, USA.

Journal of Learning Disabilities
|October 27, 2004
PubMed
Summary

Working memory (WM) and strategy knowledge are linked to math achievement in children. Stable strategy use, particularly in demanding situations, is crucial for mathematical success, especially for those with mathematical disabilities.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Working memory (WM) is critical for cognitive tasks, including mathematical reasoning.
  • Children with mathematical disabilities (MD) often exhibit deficits in WM and strategy use.
  • Understanding the interplay between WM, strategy knowledge, and math achievement is essential for targeted interventions.

Purpose of the Study:

  • To investigate the relationship between working memory (WM), declarative strategy knowledge, and math achievement in children with and without mathematical disabilities (MD).
  • To examine how different WM components (verbal and visual-spatial) and strategy knowledge interact under varying cognitive demands.
  • To identify predictors of math achievement, considering WM, strategy selection, and reading ability.

Main Methods:

  • Two experiments were conducted involving children with MD and control groups (age-matched and math-ability-matched).
  • Participants completed tasks assessing verbal WM, visual-spatial WM, and declarative strategy knowledge under initial, gain, and maintenance conditions.
  • Regression analyses were used to determine the independent contributions of WM and strategy variables to math achievement, controlling for reading ability.

Main Results:

  • Stable strategy choices, not just specific knowledge, correlated with WM span in high-demand conditions for children with MD.
  • Children with MD showed lower WM performance than age-matched peers but comparable performance to math-ability-matched peers.
  • Expert strategy selection was linked to high WM in initial conditions.
  • Verbal WM, visual-spatial WM, stable verbal strategy choices, and expert strategy choices independently predicted math achievement after controlling for reading.

Conclusions:

  • Working memory capacity and the ability to select and utilize appropriate strategies are significantly related to math achievement in children.
  • Interventions for mathematical disabilities should consider both WM training and the development of flexible strategy use.
  • The findings highlight the importance of stable strategy choices and expert strategy selection in relation to WM and mathematical performance.