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Related Experiment Video

Updated: Jan 13, 2026

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 Interplay of Vocabulary, Working Memory, and Math Anxiety in Predicting Early Math Performance.

Roberto A Ferreira^1,2, Cristina Rodríguez^2,3, Bárbara Guzmán^2,3

¹Facultad de Ciencias de la Educación, Universidad de Talca, Linares 3582979, Chile.

Journal of Intelligence

|October 28, 2025

Summary

This summary is machine-generated.

Vocabulary boosts early math skills by improving working memory and reducing math anxiety. Math-specific vocabulary has a stronger impact, highlighting its importance for academic success.

Keywords:

cognitive-affective factors early childhood early numeracy language development math anxiety math vocabulary mathematical performance primary education structural equation modelling working memory

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Last Updated: Jan 13, 2026

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

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Published on: August 28, 2021

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Published on: July 19, 2017

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Published on: September 11, 2021

Area of Science:

Cognitive Psychology
Educational Psychology
Developmental Psychology

Background:

Early mathematical performance relies on cognitive (language, working memory) and affective (anxiety) factors.
Vocabulary knowledge is crucial for developing mathematical skills in young learners.

Purpose of the Study:

To investigate the mediating roles of working memory and math anxiety in the vocabulary-math performance relationship.
To examine these roles in both explicit numerical situations (ENS) and general classroom situations (GCS).

Main Methods:

Structural equation modeling was used to analyze data from 467 second-grade students in Chile.
A dual-pathway model was tested to assess mediation effects.

Main Results:

General and math-specific vocabulary positively predicted working memory and negatively predicted math anxiety (ENS).
Working memory and ENS significantly predicted math outcomes; GCS did not.
Vocabulary influenced math performance via both cognitive (working memory) and affective (anxiety) pathways.

Conclusions:

Vocabulary acquisition supports early math learning through enhanced cognitive processing and reduced anxiety.
Math-specific vocabulary shows a stronger influence, emphasizing its direct relevance to mathematical tasks.
Interventions targeting vocabulary development may improve both cognitive and affective aspects of math learning.