Verbal Working Memory Predicts Twice the Growth Rate in Math Skills for Children from Low- Income Homes Relative to...

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Educational Psychology

Background:

• Working memory (WM) and socioeconomic status (SES) are known predictors of math achievement.
• The differential impact of WM on math skills across varying SES levels remains underexplored.

Purpose of the Study:

• To investigate how verbal WM predicts math achievement differently in low-income versus higher-income children in the U.S.
• To analyze the developmental trajectories of verbal WM and math skills across elementary school.
• To compare the magnitude of the association between verbal WM and math skill growth across SES strata.

Main Methods:

• Utilized data from a nationally representative sample of 13,527 children.
• Employed a parallel process model to examine the relationship between initial levels and growth of verbal WM and math skills.
• Applied a multi-group model to compare the strength of associations between verbal WM and math skill growth for low-income and not-low-income students.

Main Results:

• Higher initial verbal WM levels were associated with faster development of math skills.
• The effect size of verbal WM on math skill growth was nearly double for children in low-income households compared to those in higher-income homes.
• Findings underscore the critical role of verbal WM in math development, particularly in resource-limited environments.

Conclusions:

• Verbal working memory is a crucial factor in math achievement, with a more pronounced effect in low-SES children.
• Interventions aimed at supporting children in low-income households should consider enhancing verbal WM.
• Socioeconomic disparities significantly moderate the relationship between working memory and mathematical abilities, highlighting the need for targeted support.