Verbal and visual-spatial working memory and mathematical ability in different domains throughout primary school

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Developmental Psychology

Background:

• Working memory, encompassing verbal and visual-spatial components, is critical for cognitive tasks.
• The interplay between working memory and mathematics performance may change with age and learning progression.
• Previous research indicates varying importance of working memory subtypes in math, but age-related shifts require further investigation.

Purpose of the Study:

• To investigate the relationship between verbal and visual-spatial working memory and mathematics performance across primary school grades.
• To examine how the predictive power of working memory for math skills evolves with age and grade level.
• To determine if working memory influences the rate of math performance growth over a school year.

Main Methods:

• A large cohort of 4337 primary school children (grades 2-6) participated.
• Online computerized tasks assessed verbal and visual-spatial working memory.
• Mathematics performance was measured using a speeded arithmetic test at three points during the school year.
• Multilevel Multigroup Latent Growth Modeling analyzed individual differences in math performance level and growth, controlling for classroom effects.

Main Results:

• The predictive value of visual-spatial working memory for math performance level decreased with increasing grade level.
• Conversely, the predictive value of verbal working memory for math performance level increased with grade level.
• Working memory capacity did not predict individual differences in the growth rate of mathematics performance throughout the school year.

Conclusions:

• The relative importance of verbal versus visual-spatial working memory for mathematics performance shifts significantly during primary school years.
• Educational and cognitive interventions should consider age-appropriate working memory demands in mathematics learning.
• Understanding these age-related shifts is crucial for tailoring pedagogical approaches to support mathematical development.