Visual working memory and number sense: Testing the double deficit hypothesis in mathematics

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Educational Psychology

Background:

• Mathematical difficulties are often linked to deficits in working memory and number sense.
• The double deficit (DD) hypothesis posits that concurrent weaknesses in both areas lead to significant math challenges.

Purpose of the Study:

• To longitudinally investigate the validity of the double deficit hypothesis over a two-year period.
• To examine the predictive relationship between early cognitive skills and later mathematical performance.

Main Methods:

• A cohort of 670 children (mean age 4.96 years at baseline) was assessed over two years.
• Kindergarten assessments included tasks measuring visual-spatial working memory and number sense.
• Mathematical performance (math facts and problems) was evaluated at the end of first grade.

Main Results:

• Both visual working memory and symbolic number sense significantly predicted mathematical performance in first grade.
• Symbolic number sense was the strongest predictor for both math facts and math problems.
• Children with deficits in both working memory and number sense exhibited the lowest mathematical performance.

Conclusions:

• The study confirmed the double deficit hypothesis, demonstrating its relevance in predicting mathematical achievement.
• Early deficits in visual working memory and symbolic number sense are significant predictors of later mathematical difficulties.
• A combined deficit in these cognitive areas results in substantially impaired mathematical performance.