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Working memory in children with specific arithmetical learning difficulties.

J G Hitch, E McAuley

    British Journal of Psychology (London, England : 1953)
    |August 1, 1991
    PubMed
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    Children with arithmetical learning difficulties (ALD) show specific working memory deficits when counting, not with other tasks. Slower counting and lower digit spans explain this selective impairment in mathematical skills.

    Area of Science:

    • Cognitive Psychology
    • Developmental Psychology
    • Educational Psychology

    Background:

    • Previous research suggested a specific arithmetical working memory deficit in children with arithmetical learning difficulties (ALD).
    • This deficit was thought to impair concurrent retention of information during mathematical tasks.

    Purpose of the Study:

    • To investigate the nature of working memory impairments in children with ALD.
    • To determine if deficits in counting or information retention, in isolation, contribute to ALD.
    • To re-evaluate the hypothesis of a specialized arithmetical working memory system.

    Main Methods:

    • Compared 15 children aged 8-9 with ALD to 15 controls on working memory tasks.
    • Experiment 1: Assessed concurrent span for information storage during counting and non-counting operations.

    Related Experiment Videos

  • Experiment 2: Assessed isolated counting speed and auditory digit span.

    • Main Results:

    • Children with ALD showed impaired concurrent span only when tasks involved counting, irrespective of modality (visuospatial or auditory-verbal).
    • The ALD group exhibited slower counting speeds and lower auditory digit spans compared to controls.
    • These isolated deficits in counting and retention appear to explain the selective concurrent counting span impairment.

    Conclusions:

    • The findings do not necessitate a specialized arithmetical working memory system to explain ALD.
    • Slower counting and reduced auditory digit span are key cognitive deficits associated with ALD.
    • These deficits have significant implications for understanding and addressing difficulties in arithmetical skill acquisition.