Whether verbal and visuospatial working memory play different roles in pupil's mathematical abilities

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Educational Psychology

Background:

• Prior studies established a link between general working memory (WM) and mathematical abilities.
• Limited research explored the differential impact of verbal versus visuospatial WM on math skills.

Purpose of the Study:

• To investigate the relationship between verbal and visuospatial WM and mathematical abilities in primary school students.
• To examine how age and specific math domains moderate these relationships.
• To employ a latent variable approach for robust measurement of WM components and mathematical abilities.

Main Methods:

• A sample of 131 first graders and 144 fifth graders participated.
• Participants completed multiple verbal WM, visuospatial WM, and mathematics tasks, alongside a fluid intelligence test.
• Hierarchical multiple regression analysis was utilized to analyze the data.

Main Results:

• Visuospatial WM significantly predicted mathematical performance in both first and fifth graders.
• Verbal WM significantly predicted mathematics achievement only in fifth graders, not first graders.
• The influence of both WM components varied across different mathematical domains.

Conclusions:

• Working memory's influence on mathematical abilities is distinct for verbal and visuospatial components.
• These effects demonstrate developmental trajectories and domain specificity in the relationship between WM and mathematics.