Working memory functioning in children with poor mathematical skills

  • 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.

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Author:Julia Klesczewski, Janin Brandenburg, Anne Fischbach, Dietmar Grube, Marcus HasselhornGND, Gerhard BüttnerGND
URN:urn:nbn:de:hebis:30:3-450107
URL:http://www.pedocs.de/frontdoor.php?source_opus=12728
DOI:https://doi.org/10.1027/2151-2604/a000206
ISSN:2151-2604
ISSN:1438-9789
ISSN:0044-3409
Document Type:Article
Language:English
Date of Publication (online):2017/11/16
Year of first Publication:2015
Publishing Institution:Universitätsbibliothek Johann Christian Senckenberg
Release Date:2017/11/16
Tag:Arbeitsgedächtnis; Deutschland; Empirische Untersuchung; Grundschulalter; Grundschule; Intelligenzquotient; Kind; Kognitive Prozesse; Lernschwierigkeit; Lesen; Phonologie; Rechenschwäche; Rechtschreibung; Schuljahr 03; Visuelle Wahrnehmung
IQ–achievement discrepancy; learning disorders; mathematical difficulties; reading and spelling difficulties; working memory
Page Number:32
First Page:1
Last Page:30
Note:
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Terms of use: This document is published under following Creative Commons-License: http://creativecommons.org/licenses/by-nc/4.0/deed.en - You may copy, distribute and render this document accessible, make adaptations of this work or its contents accessible to the public as long as you attribute the work in the manner specified by the author or licensor. You are not allowed to make commercial use of the work, provided that the work or its contents are not used for commercial purposes. By using this particular document, you accept the above-stated conditions of use.
Note:
Formal und inhaltlich überarbeitete Version der Originalveröffentlichung in: Zeitschrift für Psychologie, 223.2015, Nr. 2, S. 83-92
HeBIS-PPN:432469583
Institutes:Psychologie und Sportwissenschaften / Psychologie
Dewey Decimal Classification:3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung
Sammlungen:Universitätspublikationen
Licence (English):License LogoCreative Commons - Namensnennung-Nicht kommerziell 4.0