Visual and Spatial Working Memory Abilities Predict Early Math Skills: A Longitudinal Study.

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Educational Psychology

Background:

• Visuospatial active working memory is crucial for cognitive functions.
• Early math skills are foundational for academic success.
• Understanding the interplay between working memory and math is vital for educational interventions.

Purpose of the Study:

• To investigate the longitudinal influence of visual and spatial active working memory on early math skills in primary school children.
• To examine how these relationships evolve over the first two years of primary school.

Main Methods:

• A longitudinal study involving 43 children over three time points (T1, T2, T3) during the first two years of primary school.
• Assessment of visual active working memory (jigsaw puzzle) and spatial active working memory (backward Corsi).
• Utilized age-appropriate math assessments (BIN 4-6, AC-MT 6-11) and regression models with Bayesian information criterion (BIC) for predictor selection.

Main Results:

• Spatial working memory predicted early numerical performance at T1.
• Early numerical performance uniquely predicted math performance at T2.
• At T3, math performance was associated with both visual and spatial working memory, with domain-specific predictors diminishing.

Conclusions:

• The distinct roles of visual and spatial working memory in math development change over time.
• Early numerical competence is a strong predictor of later math skills.
• Visuospatial working memory remains important for math ability throughout early primary school.