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Related Experiment Video

Updated: Aug 18, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

The differential relationship between visual and spatial working memory in children's mathematics performance.

Sarit Silverman¹, Sarit Ashkenazi¹

¹The Seymour Fox School of Education, The Hebrew University of Jerusalem, Israel, Mount Scopus.

Trends in Neuroscience and Education

|December 5, 2022

Summary

Spatial working memory (WM) uniquely predicts math performance in fourth graders, while visual WM does not. This relationship emerges as math complexity increases during elementary school.

Keywords:

Child development Mathematics Visuospatial Working memory

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Last Updated: Aug 18, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

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Published on: August 28, 2021

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

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Published on: June 12, 2017

Utilizing Electroencephalography Measurements for Comparison of Task-Specific Neural Efficiencies: Spatial Intelligence Tasks

Utilizing Electroencephalography Measurements for Comparison of Task-Specific Neural Efficiencies: Spatial Intelligence Tasks

Published on: August 9, 2016

Area of Science:

Cognitive Psychology
Developmental Psychology
Educational Psychology

Background:

Visuospatial working memory (WM) is theorized as a key predictor of mathematical ability.
However, cognitive and neuropsychological research indicates potential dissociations between visual and spatial WM components.

Purpose of the Study:

To investigate the distinct associations of visual and spatial WM with mathematics achievement.
To utilize a novel task designed to assess executive WM across both visual and spatial domains.

Main Methods:

A new WM task was developed, employing a consistent paradigm for both visual and spatial conditions.
This task specifically targeted executive WM functions.

Main Results:

A significant relationship was observed between spatial WM performance and mathematics scores in fourth graders.
Visual WM did not show a significant association with mathematics scores.
The link between spatial WM and mathematics was grade-dependent, appearing in fourth graders but not second graders.
No correlation was found between spatial WM and reading scores at either grade level.

Conclusions:

The findings underscore the evolving relationship between distinct WM components and mathematical skills throughout elementary education.
Spatial WM emerges as a significant and unique predictor of mathematical ability from middle childhood onwards.