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Relation between arithmetic performance and phonological working memory in children.

Kelly da Silva1, Patrícia Aparecida Zuanetti2, Vanessa Trombini Ribeiro Borcat3

  • 1Universidade Federal de Sergipe - UFS - Lagarto (SE), Brasil.

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|August 24, 2017
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Summary
This summary is machine-generated.

Children with lower arithmetic performance showed significant differences in phonological working memory (PWM) tasks, specifically in repeating longer pseudowords. This suggests a link between PWM abilities and arithmetic skills.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Phonological working memory (PWM) plays a crucial role in various cognitive functions, including language acquisition and mathematical reasoning.
  • Difficulties in arithmetic performance are common in children and may be associated with underlying cognitive deficits.
  • Loop Phonological Working Memory (LPWM) is a specific measure assessing the ability to retain and manipulate phonological information.

Purpose of the Study:

  • To investigate the relationship between phonological working memory and arithmetic performance in school-aged children.
  • To compare LPWM capabilities in children with low arithmetic performance versus those with average or higher performance.
  • To determine if specific aspects of PWM, such as pseudoword repetition, differ between these groups.

Main Methods:

  • The study included 30 children (ages 7-9) from public elementary schools, screened for global learning alterations, hearing, and speech issues.
  • Participants were divided into two groups based on arithmetic performance: Group 1 (low performance) and Group 2 (average/higher performance).
  • Phonological working memory was assessed using a pseudoword repetition test, with statistical analysis performed using the Mann-Whitney test.

Main Results:

  • A statistically significant difference was observed between the low and average/higher arithmetic performance groups in the repetition of pseudowords with three and four syllables.
  • The study involved 20 girls and 10 boys, with a mean age of 8.7 years.
  • Group 1 comprised 17 children, while Group 2 consisted of 13 children.

Conclusions:

  • The findings support the hypothesis that alterations in phonological working memory are associated with difficulties in arithmetic tasks.
  • Specifically, challenges in repeating longer pseudowords may indicate underlying phonological working memory deficits impacting mathematical abilities.
  • This research highlights the importance of assessing PWM in children experiencing arithmetic difficulties.