Coding of serial order in verbal, visual and spatial working memory.

Véronique Ginsburg; Kim Archambeau; Jean-Philippe van Dijck; Fabienne Chetail; Wim Gevers

doi:10.1037/xge0000278

Coding of serial order in verbal, visual and spatial working memory.

Journal of Experimental Psychology General ◽

10.1037/xge0000278 ◽

2017 ◽

Vol 146 (5) ◽

pp. 632-650 ◽

Cited By ~ 24

Author(s):

Véronique Ginsburg ◽

Kim Archambeau ◽

Jean-Philippe van Dijck ◽

Fabienne Chetail ◽

Wim Gevers

Keyword(s):

Working Memory ◽

Spatial Working Memory ◽

Serial Order

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Commentary: Coding of serial order in verbal, visual and spatial working memory

Frontiers in Psychology ◽

10.3389/fpsyg.2018.02330 ◽

2018 ◽

Vol 9 ◽

Cited By ~ 1

Author(s):

Elger Abrahamse ◽

Alessandro Guida

Keyword(s):

Working Memory ◽

Spatial Working Memory ◽

Serial Order

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Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000208 ◽

2015 ◽

Vol 223 (2) ◽

pp. 102-109 ◽

Cited By ~ 13

Author(s):

Evelyn H. Kroesbergen ◽

Marloes van Dijk

Keyword(s):

Working Memory ◽

Learning Disabilities ◽

Spatial Working Memory ◽

Number Sense ◽

Mathematical Learning ◽

Visual Spatial ◽

Mathematical Learning Disabilities ◽

Visual Spatial Working Memory ◽

And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

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