ERIC Number: EJ838285
Record Type: Journal
Publication Date: 2009-Jun
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0965
EISSN: N/A
Working Memory and Individual Differences in Mathematics Achievement: A Longitudinal Study from First Grade to Second Grade
De Smedt, Bert; Janssen, Rianne; Bouwens, Kelly; Verschaffel, Lieven; Boets, Bart; Ghesquiere, Pol
Journal of Experimental Child Psychology, v103 n2 p186-201 Jun 2009
This longitudinal study examined the relationship between working memory and individual differences in mathematics. Working memory measures, comprising the phonological loop, the visuospatial sketchpad, and the central executive, were administered at the start of first grade. Mathematics achievement was assessed 4 months later (at the middle of first grade) and 1 year later (at the start of second grade). Working memory was significantly related to mathematics achievement in both grades, showing that working memory clearly "predicts" later mathematics achievement. The central executive was a unique predictor of both first- and second-grade mathematics achievement. There were age-related differences with regard to the contribution of the slave systems to mathematics performance; the visuospatial sketchpad was a unique predictor of first-grade, but not second-grade, mathematics achievement, whereas the phonological loop emerged as a unique predictor of second-grade, but not first-grade, mathematics achievement. (Contains 6 tables.)
Descriptors: Mathematics Achievement, Short Term Memory, Grade 2, Grade 1, Individual Differences, Age Differences, Elementary School Mathematics, Longitudinal Studies, Cognitive Processes, Predictor Variables, Spatial Ability, Phonology
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A