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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Self-Regulated Learning and Working Memory Determine Problem-Solving Accuracy in Math.

Paula Da Costa Ferreira1, Aristides I Ferreira2, Ana Margarida Vieira Da Veiga Simão1

  • 1Universidade de Lisboa (Portugal).

The Spanish Journal of Psychology
|September 26, 2022
PubMed
Summary

This study shows that working memory (WM) influences math problem-solving accuracy in children by affecting self-regulated learning (SRL). SRL skills, especially planning, are key to understanding this relationship.

Keywords:
primary school childrenproblem-solving in mathself-regulated learningworking memory capacity

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Developmental Psychology

Background:

  • Working memory (WM) is crucial for cognitive tasks.
  • Self-regulated learning (SRL) significantly impacts academic performance.
  • Understanding the interplay between WM, SRL, and math problem-solving is vital for primary education.

Purpose of the Study:

  • To investigate the mediating role of SRL in the relationship between WM and math problem-solving accuracy.
  • To examine specific SRL processes, particularly planning, in primary school children.
  • To elucidate how WM capacity influences math performance through SRL.

Main Methods:

  • Structural equation modeling was employed to analyze data from 269 primary school children.
  • WM was assessed using reading and computation span tasks.
  • SRL and math problem-solving performance were measured via a digital game and traditional math problems.

Main Results:

  • WM positively predicted both SRL and math problem-solving accuracy.
  • SRL mediated the relationship between WM capacity and math problem-solving accuracy.
  • The planning phase of SRL emerged as a significant predictor of math problem-solving accuracy.

Conclusions:

  • WM capacity is an important factor in children's math problem-solving, partly through its influence on SRL.
  • Developing SRL skills, especially planning, can enhance math performance in primary school children.
  • Interventions targeting SRL may improve the link between cognitive abilities like WM and academic outcomes.