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Related Experiment Video

Updated: Jul 3, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
10:58

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Published on: August 28, 2021

Working memory failures in children with arithmetical difficulties.

Maria Chiara Passolunghi1, Cesare Cornoldi

  • 1Faculty of Psychology, University of Trieste, Trieste, Italy. passolu@units.it

Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence
|July 9, 2008
PubMed
Summary

Children with arithmetic difficulties (AD) struggle with active working memory tasks involving information manipulation. Their reliance on primitive strategies, like finger counting, further impacts math achievement.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Working memory's role in arithmetic achievement is debated.
  • Previous studies show mixed results on the relationship between working memory and arithmetic difficulties.

Purpose of the Study:

  • To investigate the specific aspects of working memory associated with arithmetic difficulties (AD).
  • To compare working memory performance in children with and without AD.
  • To identify predictors of arithmetic difficulties and analyze strategy use in mental calculation.

Main Methods:

  • Compared third and fifth graders with and without AD on various working memory tasks.
  • Differentiated between active and passive working memory tasks.
  • Conducted regression analysis and analyzed mental calculation strategies.

Main Results:

  • Children with AD performed significantly worse on active working memory tasks (e.g., Listening Completion, Corsi Span Backwards, Digit Backwards).
  • No significant differences were found in passive working memory tasks or word processing tasks.
  • Corsi Span Backwards, Listening Completion task, and pseudoword articulation rate best predicted group differences.
  • Children with AD showed a greater tendency to use primitive strategies (e.g., finger use).

Conclusions:

  • Active working memory, particularly information manipulation, is crucial for arithmetic achievement.
  • Deficits in specific working memory components and reliance on immature strategies contribute to arithmetic difficulties.
  • Strategy use evolves with age, with verbalization becoming dominant in older, skilled students.