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Working memory and language: skill-specific or domain-general relations to mathematics?

David J Purpura1, Colleen M Ganley2

  • 1Department of Human Development and Family Studies, Purdue University, West Lafayette, IN 47907, USA.

Journal of Experimental Child Psychology
|February 20, 2014
PubMed
Summary

Working memory specifically impacts key early math skills, while language abilities broadly influence most early mathematics development in young children. This research clarifies these distinct relationships.

Keywords:
KindergartenLanguageMathematicsNumeracyPreschoolVocabularyWorking memory

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Area of Science:

  • Cognitive Development
  • Educational Psychology
  • Developmental Neuroscience

Background:

  • Early mathematics skills develop cumulatively, with foundational abilities underpinning later learning.
  • Non-mathematical factors like working memory and language are broadly linked to mathematical development.
  • Limited research exists on the specific relationships between these non-mathematical factors and distinct early math components.

Purpose of the Study:

  • To investigate whether working memory and language skills relate to specific or multiple components of early mathematics.
  • To clarify the precise influence of working memory and language on different facets of early mathematical ability.

Main Methods:

  • Assessed 199 children aged 4–6 years (preschool and kindergarten).
  • Administered a battery of early mathematics tasks.
  • Utilized measures of working memory and language skills.

Main Results:

  • Working memory demonstrated a specific relationship with a limited number of critical early mathematics skills.
  • Language skills exhibited a broad relationship, correlating with almost all assessed early mathematics components.
  • Findings highlight differential impacts of cognitive factors on mathematical development.

Conclusions:

  • Working memory plays a targeted role in specific foundational mathematical abilities.
  • Language proficiency is broadly associated with a wide range of early math competencies.
  • Understanding these distinct relationships can inform targeted early interventions for mathematical learning.