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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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How Memory Counts in Mathematical Development.

Ilse E J I Coolen1,2, Julie Castronovo1

  • 1Department of Psychology, University of Hull, Cottingham road, Hull, HU67RX, UK.

Journal of Cognition
|January 16, 2023
PubMed
Summary
This summary is machine-generated.

Different memory types uniquely predict math skills in children. Visuospatial short-term memory is key for younger children, while verbal short-term memory becomes important for older children.

Keywords:
DevelopmentMemoryNumerical Cognition

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Memory is a known predictor of mathematics achievement in child development.
  • The specific roles and mechanisms of different memory types in mathematics development require further empirical investigation.

Purpose of the Study:

  • To investigate the unique roles of visuospatial short-term memory, visuospatial working memory, verbal short-term memory, and verbal long-term memory in mathematics development.
  • To examine how these memory types predict mathematics achievement at three developmental stages (5-6, 6-7, and 7-8 years).
  • To explore the interactions between different memory types across development and their relation to informal and formal mathematics.

Main Methods:

  • Longitudinal study tracking children's memory capacities and mathematics achievement.
  • Assessment of visuospatial short-term memory, visuospatial working memory, verbal short-term memory, and verbal long-term memory.
  • Analysis of the predictive relationship between memory types and informal/formal mathematics at ages 5-6, 6-7, and 7-8 years.

Main Results:

  • Visuospatial short-term memory predicted informal mathematics achievement at 5-6 years.
  • Visuospatial working memory predicted both informal and formal mathematics achievement at 6-7 years.
  • Verbal short-term memory predicted formal mathematics achievement at 7-8 years.

Conclusions:

  • There is a developmental shift in the predictive role of different memory types for mathematics achievement.
  • These shifts align with curriculum content and the evolving demands of mathematics acquisition.
  • Understanding the specific timing and role of each memory type is crucial for future research and interventions in mathematics education.