scholarly journals The interaction of procedural skill, conceptual understanding and working memory in early mathematics achievement

2017 ◽  
Vol 3 (2) ◽  
pp. 400-416 ◽  
Author(s):  
Camilla Gilmore ◽  
Sarah Keeble ◽  
Sophie Richardson ◽  
Lucy Cragg
Keyword(s):  
Working Memory ◽  
Mathematics Achievement ◽  
Conceptual Understanding ◽  
Cognitive Skills ◽  
Working Memory Capacity ◽  
Mathematical Achievement ◽  
Large Individual ◽  
Procedural Skill ◽  
And Mathematics ◽  
Independent Effects

Large individual differences in children’s mathematics achievement are observed from the start of schooling. Previous research has identified three cognitive skills that are independent predictors of mathematics achievement: procedural skill, conceptual understanding and working memory. However, most studies have only tested independent effects of these factors and failed to consider moderating effects. We explored the procedural skill, conceptual understanding and working memory capacity of 75 children aged 5 to 6 years as well as their overall mathematical achievement. We found that, not only were all three skills independently associated with mathematics achievement, but there was also a significant interaction between them. We found that levels of conceptual understanding and working memory moderated the relationship between procedural skill and mathematics achievement such that there was a greater benefit of good procedural skill when associated with good conceptual understanding and working memory. Cluster analysis also revealed that children with equivalent levels of overall mathematical achievement had differing strengths and weaknesses across these skills. This highlights the importance of considering children’s skill profile, rather than simply their overall achievement.

scholarly journals Mathematics students demonstrate superior visuo-spatial working memory to humanities students under conditions of low central executive processing load

2019 ◽  
Vol 5 (2) ◽  
pp. 189-219
Author(s):  
Paula Jane Hubber ◽  
Camilla Gilmore ◽  
Lucy Cragg
Keyword(s):  
Working Memory ◽  
Mathematics Achievement ◽  
Spatial Working Memory ◽  
Memory Span ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Central Executive ◽  
Mathematics Students ◽  
Span Tasks ◽  
Humanities Students

Previous research has demonstrated that working memory performance is linked to mathematics achievement. Most previous studies have involved children and arithmetic rather than more advanced forms of mathematics. This study compared the performance of groups of adult mathematics and humanities students. Experiment 1 employed verbal and visuo-spatial working memory span tasks using a novel face-matching processing element. Results showed that mathematics students had greater working memory capacity in the visuo-spatial domain only. Experiment 2 replicated this and demonstrated that neither visuo-spatial short-term memory nor endogenous spatial attention explained the visuo-spatial working memory differences. Experiment 3 used working memory span tasks with more traditional verbal or visuo-spatial processing elements to explore the effect of processing type. In this study mathematics students showed superior visuo-spatial working memory capacity only when the processing involved had a comparatively low level of central executive involvement. Both visuo-spatial working memory capacity and general visuo-spatial skills predicted mathematics achievement.

scholarly journals Effects of methylphenidate on reversal learning depend on working memory capacity

2020 ◽  
Author(s):  
Mojtaba Rostami Kandroodi ◽  
Jennifer Cook ◽  
Jennifer Swart ◽  
Monja Isabel Froböse ◽  
Dirk Geurts ◽  
...  
Keyword(s):  
Working Memory ◽  
Reversal Learning ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Individual Variability ◽  
Large Individual ◽  
Learning Rates ◽  
Trait Impulsivity ◽  
Reversal Phase ◽  
Probabilistic Reversal Learning

Brain catecholamines have long been implicated in cognitive flexibility, exemplified by catecholamine drug and genetic effects on probabilistic reversal learning. However, the mechanisms underlying such effects are unclear. Here we investigated effects of an acute catecholamine challenge with methylphenidate (20 mg, oral) on a novel probabilistic reversal learning paradigm with three options, which was designed to disentangle effects on punishment avoidance from effects on reward perseveration. Given the known large individual variability in methylphenidate’s effects, we stratified our effects by working memory capacity and trait impulsivity, putative proxies of baseline dopamine, in a large sample (n = 102) of healthy volunteers. Contrary to our prediction, methylphenidate did not alter performance in the reversal phase of the task. However, learning rates during the initial acquisition phase of the task were altered by methylphenidate, in a manner that depended on baseline working memory capacity. Participants with greater capacity exhibited greater adaptive reduction of the learning rate in this initial phase, in which outcome contingencies were stable. We hypothesize that the addition of a third choice option in this novel paradigm increased the demands for reinforcement learning, uncovering an effect of methylphenidate on initial learning rather than flexibility to reverse what was learnt.

Predicting Reading, Writing, and Mathematics Achievement: Do Anxiety and ADHD Symptoms Add to the Variance Explained by Working Memory and Verbal Reasoning Alone?

2017 ◽  
Vol 38 (3) ◽  
pp. 792-802
Author(s):  
Franziska NoackLeSage ◽  
Georgia L. Shaheen ◽  
Thompson E. Davis ◽  
Peter J. Castagna ◽  
Maysa M. Kaskas ◽  
...  
Keyword(s):  
Working Memory ◽  
Mathematics Achievement ◽  
Adhd Symptoms ◽  
Verbal Reasoning ◽  
And Mathematics ◽  
Variance Explained

Working Memory Capacity

1986 ◽  
Vol 30 (13) ◽  
pp. 1273-1277 ◽  
Author(s):  
Marilyn L. Turner ◽  
Randall W. Engle
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Cognitive Skills ◽  
Working Memory Capacity ◽  
Functional Model ◽  
Limited Capacity ◽  
Concurrent Processing ◽  
Two Measures ◽  
Processing And Storage ◽  
And Storage

Recent researchers have attempted to correlate measures of working memory (WM) with measures of higher level cognitive skills and abilities focusing on the functions of this limited capacity system, i.e., processing and storage. Relationships between three span measures of the functional model of WM capacity and two measures of reading comprehension were investigated. The magnitude of the correlations found between reading comprehension and the two spans embedded in reading processing tasks was similar to that of the correlation found between a third span measure embedded in a quantitative task with reading comprehension. These results indicated that these span measures of WM capacity were independent of the nature of the concurrent processing task.

scholarly journals Pull the Andon Rope on Working Memory Capacity Interventions Until We Know More

2018 ◽  
Vol 49 (3) ◽  
pp. 434-448 ◽  
Author(s):  
Sandra Gillam ◽  
Sarai Holbrook ◽  
Jamie Mecham ◽  
Daylene Weller
Keyword(s):  
Working Memory ◽  
Cognitive Skills ◽  
Working Memory Capacity ◽  
Language Disorders ◽  
Academic Skills ◽  
Organizational Strategies ◽  
Developmental Language Disorders ◽  
Current State ◽  
Meta Analyses

Purpose The purpose of this article is to discuss the current state of interventions for improving working memory (WM) capacity language and academic skills and to provide suggestions for speech-language pathologists working with students who have WM capacity limitations. Method Meta-analyses, systematic reviews, randomized controlled trials, and nonrandomized comparison studies investigating the role of WM interventions for improving WM capacity language and academic skills are reviewed. Strategies for improving WM are discussed. Results The use of interventions designed to improve WM capacity and other cognitive skills is currently not supported by the research. Direct WM interventions should be considered to be experimental at this time. Such interventions require further investigation before they are used regularly for children with developmental language disorders. Discussion Clinicians and practitioners should look to already established interventions for improving how students with developmental language disorders utilize organizational strategies and other well-researched methods for improving their cognitive and academic functioning in functional contexts.

Teaching to Talent: Evaluating an Enriched and Accelerated Mathematics Program

1989 ◽  
Vol 12 (4) ◽  
pp. 253-267 ◽  
Author(s):  
Ann Robinson ◽  
T. D. Stanley
Keyword(s):  
Mathematics Achievement ◽  
Rockefeller Foundation ◽  
Stated Preferences ◽  
Mathematical Achievement ◽  
Seventh Grade ◽  
Accelerated Mathematics ◽  
Math Program ◽  
Mathematics Program ◽  
And Mathematics

The authors present an evaluation of the Gifted Math Program, which was established in 1984 and funded by the Rockefeller Foundation. Mathematics achievement, and mathematics preferences were assessed for second-seventh grade students who participated in the program, as compared with students who were accepted but did not participate. Significant differences were found on mathematical achievement favoring students in the program. The two groups did not differ on stated preferences for learning math, however, the groups differed dramatically on expressed opportunities in math. The authors conclude that there are programs which can address the needs of bright young mathematicians.

What the hands tell us about mathematical learning

Gesture ◽  
2018 ◽  
Vol 17 (3) ◽  
pp. 375-416
Author(s):  
Amanda Martinez-Lincoln ◽  
Le M. Tran ◽  
Sarah R. Powell
Keyword(s):  
Mathematics Achievement ◽  
Mathematical Knowledge ◽  
Mathematical Achievement ◽  
Verbal Instruction ◽  
Mathematical Learning ◽  
Mathematical Performance ◽  
Mathematical Instruction ◽  
12Th Grade ◽  
And Mathematics ◽  
The Impact

Abstract Mathematical achievement is an early predictor of students’ academic outcomes, and mathematics achievement continues to be important throughout life. Thus, it is essential to examine instructional methods that enhance mathematical learning. One method that may impact mathematical learning is the use of gestures, yet a comprehensive methodical review of the data has not been conducted. The current study examined the impact that gestures have on student learning when educators use gestures during mathematical instruction and educators’ perception of student mathematical knowledge when students use gestures. A systematic search was conducted to assemble research studies that evaluated the use of gestures in mathematical instruction with students in preschool to 12th grade. Empirical data from 35 research articles indicate that gestures used by students or educators that enhance verbal instruction can increase student mathematical performance and memory. Furthermore, it is practical to teach students and educators to use gestures effectively during mathematical learning.

Gender, Socioeconomic Status, and Mathematics Achievement by Xhosa Children

1993 ◽  
Vol 73 (3_part_1) ◽  
pp. 771-778 ◽  
Author(s):  
Varghese I. Cherian
Keyword(s):  
South Africa ◽  
Socioeconomic Status ◽  
Mathematics Achievement ◽  
Low Socioeconomic Status ◽  
Mathematical Achievement ◽  
Criterion Measure ◽  
Low Socioeconomic ◽  
External Examination ◽  
And Mathematics ◽  
Status Differences

This study investigated gender and socioeconomic status differences in mathematics achievement of 1021 Xhosa children (369 boys and 652 girls) whose ages ranged from 13 to 17 yr. ( M age, 15.6 yr.). They were chosen at random from the Standard 7 population of Transkei, South Africa. Their marks on the Standard 7 External Examination in mathematics was the criterion measure. A two-way analysis of variance indicated that mathematical achievement of girls was significantly higher than that of boys of low socioeconomic status whereas at middle and high socioeconomic status mathematics achievement of boys was significantly higher than that of the girls.

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