TY  - JOUR
A1  - Klesczewski, Julia
A1  - Brandenburg, Janin
A1  - Fischbach, Anne
A1  - Grube, Dietmar
A1  - Hasselhorn, Marcus
A1  - Büttner, Gerhard
T1  - Working memory functioning in children with poor mathematical skills
N2  - Previous research on working memory (WM) in children with poor mathematical skills has yielded heterogeneous results, possibly due to inconsistent consideration of the IQ-achievement discrepancy and additional reading and spelling difficulties. To examine the impact of both, the WM of 68 average-achieving and 68 low-achieving third-graders in mathematics was assessed. Preliminary analyses showed that poor mathematical skills were associated with poor WM. Afterwards, children with isolated mathematical difficulties were separated from those with additional reading and spelling difficulties. Half of each group fulfilled the IQ-achievement discrepancy, resulting in a 2 (additional reading and spelling difficulties: yes/no) by 2 (IQ-achievement discrepancy: yes/no) factorial design. Analyses revealed that not fulfilling the IQ achievement discrepancy was associated with poor visual WM, whereas additional reading and spelling difficulties were associated with poor central executive functioning in children fulfilling the IQ-achievement discrepancy. Therefore, WM in children with poor mathematical skills differs according to the IQ-achievement discrepancy and additional reading and spelling difficulties.
KW  - working memory
KW  - mathematical difficulties
KW  - reading and spelling difficulties
KW  - learning disorders
KW  - IQ–achievement discrepancy
KW  - Arbeitsgedächtnis
KW  - Deutschland
KW  - Empirische Untersuchung
KW  - Grundschulalter
KW  - Grundschule
KW  - Intelligenzquotient
KW  - Kind
KW  - Kognitive Prozesse
KW  - Lernschwierigkeit
KW  - Lesen
KW  - Phonologie
KW  - Rechenschwäche
KW  - Rechtschreibung
KW  - Schuljahr 03
KW  - Visuelle Wahrnehmung
Y1  - 2017
UR  - http://publikationen.ub.uni-frankfurt.de/frontdoor/index/index/docId/45010
UR  - https://nbn-resolving.org/urn:nbn:de:hebis:30:3-450107
UR  - http://www.pedocs.de/frontdoor.php?source_opus=12728
SN  - 2151-2604
SN  - 1438-9789
SN  - 0044-3409
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N1  - Formal und inhaltlich überarbeitete Version der Originalveröffentlichung in: Zeitschrift für Psychologie, 223.2015, Nr. 2, S. 83-92
SP  - 1
EP  - 30
ER  -