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

IF 3.4 Q2 NEUROSCIENCES Trends in Neuroscience and Education Pub Date : 2022-12-01 DOI:10.1016/j.tine.2022.100188

Sarit Silverman, Sarit Ashkenazi

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Abstract

Background

Previous research suggests that visuospatial working memory (WM) is a unique predictor of mathematics. However, evidence from neuropsychology and cognitive studies suggests dissociations between visual and spatial WM.

Procedure

We examined the differential relationships between visual and spatial WM with mathematics using a new task that 1) utilized the same paradigm across visual and spatial tasks and 2) required executive WM.

Main findings

We found that our new spatial WM task related to mathematics scores while visual WM did not. Spatial WM related to mathematics scores for fourth-graders and not second graders, consistent with previous findings on the relationship between spatial skills and mathematics as mathematics becomes more complex. No relationship was found between spatial WM and reading scores at either grade level.

Conclusions

Our results highlight the dynamic relationship between WM components and mathematics over the elementary school years and suggest that spatial WM is a unique predictor of mathematics starting from middle childhood.

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视觉和空间工作记忆在儿童数学成绩中的差异关系

以往的研究表明，视觉空间工作记忆(WM)是一个独特的数学预测指标。然而，来自神经心理学和认知研究的证据表明，视觉和空间脑损伤之间存在分离。我们用数学来检验视觉和空间WM之间的差异关系，使用一个新的任务，1)在视觉和空间任务中使用相同的范式，2)需要执行WM。主要发现:我们发现新的空间WM任务与数学成绩有关，而视觉WM任务与数学成绩无关。空间WM与四年级而非二年级的数学成绩有关，这与先前关于随着数学变得更复杂，空间技能与数学之间关系的研究结果一致。两个年级的空间WM和阅读成绩之间没有关系。结论我们的研究结果突出了小学阶段WM成分与数学之间的动态关系，表明空间WM是儿童中期开始的数学的独特预测因子。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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