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Libertus M, Miller P, Zippert EL, Bachman HJ, Votruba-Drzal E. Predicting individual differences in preschoolers' numeracy and geometry knowledge: The role of understanding abstract relations between objects and quantities. J Exp Child Psychol 2024; 247:106035. [PMID: 39128443 DOI: 10.1016/j.jecp.2024.106035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2023] [Revised: 06/21/2024] [Accepted: 07/04/2024] [Indexed: 08/13/2024]
Abstract
Preschoolers' mathematics knowledge develops early and varies substantially. The current study focused on two ontogenetically early emerging cognitive skills that may be important predictors of later math skills (i.e., geometry and numeracy): children's understanding of abstract relations between objects and quantities as evidenced by their patterning skills and the approximate number system (ANS). Children's patterning skills, the ANS, numeracy, geometry, nonverbal intelligence (IQ), and executive functioning (EF) skills were assessed at age 4 years, and their numeracy and geometry knowledge was assessed again a year later at age 5 (N = 113). Above and beyond children's initial knowledge in numeracy and geometry, as well as IQ and EF, patterning skills and the ANS at age 4 uniquely predicted children's geometry knowledge at age 5, but only age 4 patterning uniquely predicted age 5 numeracy. Thus, although patterning and the ANS are related, they differentially explain variation in later geometry and numeracy knowledge. Results are discussed in terms of implications for early mathematics theory and research.
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Affiliation(s)
- Melissa Libertus
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA; Department of Psychology, University of Pittsburgh, Pittsburgh, PA 15260, USA
| | - Portia Miller
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA.
| | - Erica L Zippert
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA
| | - Heather J Bachman
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA; Department of Health and Human Development, University of Pittsburgh, Pittsburgh, PA 15260, USA
| | - Elizabeth Votruba-Drzal
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA; Department of Psychology, University of Pittsburgh, Pittsburgh, PA 15260, USA
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2
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Pelegrina S, Martín-Puga ME, Lechuga MT, Justicia-Galiano MJ, Linares R. Role of executive functions in the relations of state- and trait-math anxiety with math performance. Ann N Y Acad Sci 2024; 1535:76-91. [PMID: 38598473 DOI: 10.1111/nyas.15140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/12/2024]
Abstract
The detrimental effect of math anxiety on math performance is thought to be mediated by executive functions. Previous studies have primarily focused on trait-math anxiety rather than state-math anxiety and have typically examined a single executive function rather than comprehensively evaluating all of them. Here, we used a structural equation modeling approach to concurrently determine the potential mediating roles of different executive functions (i.e., inhibition, switching, and updating) in the relationships between both state- and trait-math anxiety and math performance. A battery of computer-based tasks and questionnaires were administered to 205 university students. Two relevant results emerged. First, confirmatory factor analysis suggests that math anxiety encompassed both trait and state dimensions and, although they share substantial variance, trait-math anxiety predicted math performance over and above state-math anxiety. Second, working memory updating was the only executive function that mediated the relationship between math anxiety and math performance; neither inhibition nor switching played mediating roles. This calls into question whether some general proposals about the relationship between anxiety and executive functions can be extended specifically to math anxiety. We also raise the possibility that working memory updating or general cognitive difficulties might precede individual differences in math anxiety.
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Affiliation(s)
| | | | | | | | - Rocío Linares
- Department of Psychology, University of Jaén, Jaén, Spain
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3
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McDougal E, Silverstein P, Treleaven O, Jerrom L, Gilligan-Lee K, Gilmore C, Farran EK. Assessing the impact of LEGO® construction training on spatial and mathematical skills. Dev Sci 2024; 27:e13432. [PMID: 37408286 DOI: 10.1111/desc.13432] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2020] [Revised: 06/13/2023] [Accepted: 06/19/2023] [Indexed: 07/07/2023]
Abstract
Lego construction ability is associated with a variety of spatial skills and mathematical outcomes. However, it is unknown whether these relations are causal. We aimed to establish the causal impact of Lego construction training on: Lego construction ability; a broad range of spatial skills; and on mathematical outcomes in 7-9-year-olds. We also aimed to identify how this causal impact differs for digital versus physical Lego construction training. One-hundred and ninety-eight children took part in a six-week training programme, delivered twice weekly as a school lunch time club. They completed either physical Lego training (N = 59), digital Lego training (N = 64), or an active control condition (crafts; N = 75). All children completed baseline and follow-up measures of spatial skills (disembedding, visuo-spatial working memory, spatial scaling, mental rotation, and performance on a spatial-numerical task, the number line task), mathematical outcomes (geometry, arithmetic, and overall mathematical skills) and Lego construction ability. Exploratory analyses revealed evidence for near transfer (Lego construction ability) and some evidence for far transfer (arithmetic) of Lego training, but overall transfer was limited. Despite this, we identified key areas for further development (explicit focus on spatial strategies, training for teachers, and embedding the programme within a mathematical context). The findings of this study can be used to inform future development of Lego construction training programmes to support mathematics learning.
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Affiliation(s)
- Emily McDougal
- University of Surrey, Guildford, UK
- Evidence Based Practice Unit, University College London and Anna Freud, London, United Kingdom
| | - Priya Silverstein
- Institute for Globally Distributed Open Research and Education, Gothenburg, Sweden
- Ashland University, Ashland, Ohio, USA
| | | | | | - Katie Gilligan-Lee
- Centre for Educational Neuroscience, University of London, UK
- School of Psychology, University College Dublin, Dublin, Ireland
| | - Camilla Gilmore
- Centre for Mathematical Cognition, Loughborough University, Loughborough, UK
| | - Emily K Farran
- University of Surrey, Guildford, UK
- Centre for Educational Neuroscience, University of London, UK
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4
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Lievore R, Cardillo R, Mammarella IC. Let's face it! The role of social anxiety and executive functions in recognizing others' emotions from faces: Evidence from autism and specific learning disorders. Dev Psychopathol 2024:1-13. [PMID: 38327107 DOI: 10.1017/s0954579424000038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/09/2024]
Abstract
Youth with different developmental disorders might experience challenges when dealing with facial emotion recognition (FER). By comparing FER and related emotional and cognitive factors across developmental disorders, researchers can gain a better understanding of challenges and strengths associated with each condition. The aim of the present study was to investigate how social anxiety and executive functioning might underlie FER in youth with and without autism spectrum disorders (ASD) and specific learning disorders (SLD). The study involved 263 children and adolescents between 8 and 16 years old divided into three groups matched for age, sex, and IQ: 60 (52 M) with ASD without intellectual disability, 63 (44 M) with SLD, and 140 (105 M) non-diagnosed. Participants completed an FER test, three executive functions' tasks (inhibition, updating, and set-shifting), and parents filled in a questionnaire reporting their children's social anxiety. Our results suggest that better FER was consistent with higher social anxiety and better updating skills in ASD, while with lower social anxiety in SLD. Clinical practice should focus on coping strategies in autistic youth who could feel anxiety when facing social cues, and on self-efficacy and social worries in SLD. Executive functioning should also be addressed to support social learning in autism.
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Affiliation(s)
- Rachele Lievore
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
| | - Ramona Cardillo
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
- Department of Women's and Children's Health, University of Padua, Padua, Italy
| | - Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
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5
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Taborda-Osorio H, Otálora Y. Effects of a 3-factor field intervention on numerical and geometric knowledge in preschool children. PLoS One 2023; 18:e0290956. [PMID: 37972128 PMCID: PMC10653543 DOI: 10.1371/journal.pone.0290956] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Accepted: 08/18/2023] [Indexed: 11/19/2023] Open
Abstract
The main aim of this study was to develop and test the effects of a field math intervention program on both number and geometry knowledge. The intervention was developed based on three basic skills previously associated with mathematical performance: symbolic number knowledge, mapping processes and spatial reasoning. The participants were 117 preschoolers from six schools in Cali and Bogotá. The children were assigned to an intervention group (N = 55) or a control group (N = 62). The intervention lasted 11 weeks with 3 sessions per week where the children participated in different game-based activities. Tests of numerical and geometric knowledge were administered before and after the intervention. The effects of the intervention were tested twice, immediately after the program ended and six months later. The results show that the children in the intervention group improved more than the control group in both number and geometry. The second posttest revealed a significant intervention effect for geometry, but not for numerical knowledge. The implications of these mixed patterns of results are discussed in the paper.
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Affiliation(s)
| | - Yenny Otálora
- Faculty of Psychology, Center for Research on Psychology, Cognition and Culture, Universidad del Valle, Cali, Colombia
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6
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Spiller J, Clayton S, Cragg L, Johnson S, Simms V, Gilmore C. Higher level domain specific skills in mathematics; The relationship between algebra, geometry, executive function skills and mathematics achievement. PLoS One 2023; 18:e0291796. [PMID: 37931003 PMCID: PMC10627446 DOI: 10.1371/journal.pone.0291796] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Accepted: 09/06/2023] [Indexed: 11/08/2023] Open
Abstract
Algebra and geometry are important components of mathematics that are often considered gatekeepers for future success. However, most studies that have researched the cognitive skills required for success in mathematics have only considered the domain of arithmetic. We extended models of mathematical skills to consider how executive function skills play both a direct role in secondary-school-level mathematical achievement as well as an indirect role via algebra and geometry, alongside arithmetic. We found that verbal and visuospatial working memory were indirectly associated with mathematical achievement via number fact knowledge, calculation skills, algebra and geometry. Inhibition was also indirectly associated with mathematical achievement via number fact knowledge and calculation skills. These findings highlight that there are multiple mechanisms by which executive function skills may be involved in mathematics outcomes. Therefore, using specific measures of mathematical processes as well as context-rich assessments of mathematical achievement is important to understand these mechanisms.
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Affiliation(s)
- Jayne Spiller
- Centre for Mathematical Cognition, Loughborough University, Loughborough, United Kingdom
- School of Psychology and Vision Sciences, University of Leicester, Leicester, United Kingdom
| | - Sarah Clayton
- Department of Health Sciences, University of Leicester, Leicester, United Kingdom
| | - Lucy Cragg
- School of Psychology, University of Nottingham, Nottingham, United Kingdom
| | - Samantha Johnson
- Department of Health Sciences, University of Leicester, Leicester, United Kingdom
| | - Victoria Simms
- School of Psychology, Ulster University, Coleraine, United Kingdom
| | - Camilla Gilmore
- Centre for Mathematical Cognition, Loughborough University, Loughborough, United Kingdom
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7
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Liu K, Huang X, Yang X. Visual perception and linguistic abilities, not quantitative knowledge, count in geometric knowledge of kindergarten children. Cogn Process 2023; 24:563-574. [PMID: 37428367 DOI: 10.1007/s10339-023-01145-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 06/06/2023] [Indexed: 07/11/2023]
Abstract
Geometric knowledge is one of the important mathematical skills acquired by children at a young age and is a major area of future mathematical learning; however, there is no direct research on the factors influencing kindergarteners' early geometric knowledge. The pathways model to mathematics was modified to examine the cognitive mechanisms underlying geometric knowledge in Chinese kindergarten children aged 5-7 (n = 99). Quantitative knowledge, visual-spatial processing, and linguistic abilities were stepped into hierarchical multiple regression models. The results revealed that after age, sex, and nonverbal intelligence were statistically controlled, visual perception, phonological awareness, and rapid automatized naming in linguistic abilities significantly predicted the variation in geometric knowledge. For quantitative knowledge, neither dot comparison nor number comparison test could be a significant precursor of geometry skills. The findings indicate that visual perception and linguistic abilities, not quantitative knowledge, account for the geometric knowledge of kindergarten children.
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Affiliation(s)
- Kaichun Liu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Beijing Normal University, Beijing, 100875, China
| | - Xiaohan Huang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Beijing Normal University, Beijing, 100875, China
| | - Xiujie Yang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Beijing Normal University, Beijing, 100875, China.
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8
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McDougal E, Silverstein P, Treleaven O, Jerrom L, Gilligan-Lee KA, Gilmore C, Farran EK. Associations and indirect effects between LEGO® construction and mathematics performance. Child Dev 2023; 94:1381-1397. [PMID: 37186278 DOI: 10.1111/cdev.13933] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Revised: 11/22/2022] [Accepted: 03/01/2023] [Indexed: 05/17/2023]
Abstract
There is a known association between LEGO® construction ability and mathematics achievement, yet the mechanisms which drive this association are largely unknown. This study investigated the spatial mechanisms underlying this association, and whether this differs for concrete versus digital construction. Between January 2020 and July 2021, children aged 7-9 years (N = 358, 189 female, ethnicity not recorded) completed spatial and mathematics tasks, and either a concrete or digital Lego construction task. Mediation analyses examining direct and indirect pathways (through spatial skills) between Lego construction ability and mathematics explained 8.4% to 26.6% of variance in mathematics scores. Exploratory moderated mediation analyses revealed that only the indirect path through mental rotation differed between Lego conditions. Findings are discussed in relation to theories of spatial-numerical associations and the potential of Lego training for mathematics improvement.
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Affiliation(s)
| | - Priya Silverstein
- Institute for Globally Distributed Open Research and Education, Preston, UK
| | | | | | - Katie A Gilligan-Lee
- University of Surrey, Guildford, UK
- Department of Psychological Sciences, Centre for Educational Neuroscience, Birkbeck University of London, London, UK
- School of Psychology, University College Dublin, Dublin, Ireland
| | | | - Emily K Farran
- University of Surrey, Guildford, UK
- Institute for Globally Distributed Open Research and Education, Preston, UK
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9
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Ikeda Y, Kita Y, Oi Y, Okuzumi H, Lanfranchi S, Pulina F, Mammarella IC, Allen K, Giofrè D. The Structure of Working Memory and Its Relationship with Intelligence in Japanese Children. J Intell 2023; 11:167. [PMID: 37623550 PMCID: PMC10455765 DOI: 10.3390/jintelligence11080167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Revised: 07/26/2023] [Accepted: 08/14/2023] [Indexed: 08/26/2023] Open
Abstract
There is a host of research on the structure of working memory (WM) and its relationship with intelligence in adults, but only a few studies have involved children. In this paper, several different WM models were tested on 170 Japanese school children (from 7 years and 5 months to 11 years and 6 months). Results showed that a model distinguishing between modalities (i.e., verbal and spatial WM) fitted the data well and was therefore selected. Notably, a bi-factor model distinguishing between modalities, but also including a common WM factor, presented with a very good fit, but was less parsimonious. Subsequently, we tested the predictive power of the verbal and spatial WM factors on fluid and crystallized intelligence. Results indicated that the shared contribution of WM explained the largest portion of variance of fluid intelligence, with verbal and spatial WM independently explaining a residual portion of the variance. Concerning crystallized intelligence, however, verbal WM explained the largest portion of the variance, with the joint contribution of verbal and spatial WM explaining the residual part. The distinction between verbal and spatial WM could be important in clinical settings (e.g., children with atypical development might struggle selectively on some WM components) and in school settings (e.g., verbal and spatial WM might be differently implicated in mathematical achievement).
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Affiliation(s)
- Yoshifumi Ikeda
- Department of Special Needs Education, Joetsu University of Education, Niigata 943-8512, Japan;
| | - Yosuke Kita
- Department of Psychology, Faculty of Letters, Keio University, Tokyo 108-8345, Japan
- Cognitive Brain Research Unit (CBRU), Faculty of Medicine, University of Helsinki, 00014 Helsinki, Finland
| | - Yuhei Oi
- Faculty of Liberal Arts and Sciences, Chukyo University, Aichi 470-0393, Japan
| | - Hideyuki Okuzumi
- Faculty of Education, Tokyo Gakugei University, Tokyo 184-8501, Japan
| | - Silvia Lanfranchi
- Department of Developmental and Social Psychology, University of Padua, 35131 Padova, Italy
| | - Francesca Pulina
- Department of Developmental and Social Psychology, University of Padua, 35131 Padova, Italy
| | | | - Katie Allen
- School of Education, University of Durham, Durham DH1 3LE, UK
| | - David Giofrè
- DISFOR, University of Genoa, 16121 Genova, Italy
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10
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Cuder A, Živković M, Doz E, Pellizzoni S, Passolunghi MC. The relationship between math anxiety and math performance: The moderating role of visuospatial working memory. J Exp Child Psychol 2023; 233:105688. [PMID: 37156081 DOI: 10.1016/j.jecp.2023.105688] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2022] [Revised: 02/17/2023] [Accepted: 03/23/2023] [Indexed: 05/10/2023]
Abstract
According to the processing efficiency theory (PET), math anxiety would interfere with working memory resources, negatively affecting mathematical abilities. To date, few studies have explored how the interaction between math anxiety and working memory would affect different types of math tasks, especially in primary school children. Therefore, the purpose of this study was to explore whether the interplay between math anxiety and working memory would influence performance in numerical operations (i.e., math fluency task) and mathematical reasoning (i.e., math reasoning task) in a group of primary school children (N = 202). Results showed that visuospatial working memory appeared to moderate the relationship between math anxiety and math performance when the math fluency task was considered, indicating that participants with higher levels of working memory were more negatively affected by math anxiety. No interaction effect was found for the math reasoning task in which students' scores were explained only by visuospatial working memory. The findings suggest that math anxiety and visuospatial working memory interact to influence performance in the math fluency task and that this effect may vary depending on the strategies used to complete the task. On the other hand, results on the math reasoning task showed that visuospatial working memory continues to have a positive effect on the math performance independently of math anxiety. The implications in the educational setting are discussed, pointing to the importance of monitoring and intervention studies on affective factors.
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Affiliation(s)
- Alessandro Cuder
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy
| | - Marija Živković
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy
| | - Eleonora Doz
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy
| | - Sandra Pellizzoni
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy.
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11
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Ji Z, Guo K. The association between working memory and mathematical problem solving: A three-level meta-analysis. Front Psychol 2023; 14:1091126. [PMID: 37057173 PMCID: PMC10086603 DOI: 10.3389/fpsyg.2023.1091126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2022] [Accepted: 03/06/2023] [Indexed: 03/30/2023] Open
Abstract
Although working memory (WM) is an important factor in mathematical problem solving (MPS), it remains unclear how well WM relates to MPS. Thus, we aimed to determine this relationship by using a meta-analysis. We searched electronic databases for studies published between 2000 and 2020 and established operational criteria. We conducted Egger’s regression tests and created funnel plots to test for publication bias. Finally, a three-level meta-analytic model analysis of data from 130 studies involving 43,938 participants and 1,355 effect sizes revealed a moderate relationship between WM and MPS (r = 0.280, 95% CI = [0.263, 0.314]). Moreover, moderator analyses showed that: (1) dressed-up word problems were more strongly tied to WM than to intra-mathematical problems; (2) the central executive function showed the strongest relation with MPS, whereas the phonological loop had the weakest; (3) gender ratio had significant moderating effects; and (4) some of the above-mentioned significant moderating effects were unique after controlling for other factors. Implications for research and practice were also discussed.
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12
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Živković M, Pellizzoni S, Doz E, Cuder A, Mammarella I, Passolunghi MC. Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance. SOCIAL PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s11218-023-09760-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
Abstract
AbstractVarious studies have highlighted the important influence of math ability in a numerate society. In this study, we investigated the influence of emotional (math anxiety and math enjoyment) and cognitive-motivational (math self-efficacy) factors on math performance. Participants were 145 fifth-grade students (84 boys and 61 girls). The results showed that math performance was negatively correlated with math anxiety and positively correlated with math enjoyment and math self-efficacy. Moreover, math anxiety was negatively associated with enjoyment in math and math self-efficacy, whereas math enjoyment was positively correlated with math self-efficacy. Hierarchical regression analysis showed a significant influence of math anxiety and math self-efficacy on math performance in fifth-grade students. Results are discussed in terms of a new perspective in emotional and motivational factors to train in school contexts.
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13
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Živković M, Pellizzoni S, Mammarella IC, Passolunghi MC. Executive functions, math anxiety and math performance in middle school students. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2022; 40:438-452. [PMID: 35394078 PMCID: PMC9543615 DOI: 10.1111/bjdp.12412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Accepted: 03/25/2022] [Indexed: 11/28/2022]
Abstract
Previous studies mainly investigated working memory (WM) and math anxiety (MA) leaving almost unexplored other aspects of executive functions (EFs) in middle school period. Filling the gap in the literature, the aims of this study were: (1) to better examine the relationship between MA and math performance, (2) to better examine the relationship between EFs and math performance and (3) to investigate the interplay between EFs and MA on math performances. This study confirmed a significant and negative relationship between MA and math performance, indicates a significant and positive relationship between visuospatial WM and math performance, shifting and math performance and highlight a scarcely investigated indirect influence of MA through the measure of shifting on math performance. Our findings shed further light on the mediating role of EFs between MA and math performance and underline some future perspectives.
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Affiliation(s)
- Marija Živković
- Department of Life Sciences, Gaetano Kanizsa Psychology Unit, University of Trieste, Trieste, Italy
| | - Sandra Pellizzoni
- Department of Life Sciences, Gaetano Kanizsa Psychology Unit, University of Trieste, Trieste, Italy
| | | | - Maria Chiara Passolunghi
- Department of Life Sciences, Gaetano Kanizsa Psychology Unit, University of Trieste, Trieste, Italy
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14
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Živković M, Pellizzoni S, Mammarella IC, Passolunghi MC. The relationship betweens math anxiety and arithmetic reasoning: The mediating role of working memory and self-competence. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02765-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
AbstractThe complex interplay between cognitive and emotional factors at the base of maths achievement started to be evaluated and quantified in the last few years. Only a few studies, anyway, examine at the same time, the role of working memory (visuospatial and verbal subsystem) and maths anxiety together with self-competence, on maths attainment. To investigate the specific link between these three factors, in a large developmental sample, we enrol 335 students from the 3rd, 5th, and 7th grades. In respect to emotional and motivational factors, data indicates a direct influence of maths anxiety on maths performance. Furthermore, the results highlight that maths anxiety differently impacts working memory subsystems. In fact, we observe a significant and indirect effect of MA, through the visuospatial system, on maths achievement. Our results provide further support to the hypothesis that maths anxiety is a special type of anxiety, most likely impacting the visuospatial rather than the verbal working memory subsystem. Data is discussed in terms of a possible mechanism underlying maths anxiety and visuospatial working memory at the base of this specificity, and in relation to the role of self-competence in this interplay.
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15
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Pellizzoni S, Cargnelutti E, Cuder A, Passolunghi MC. The interplay between math anxiety and working memory on math performance: a longitudinal study. Ann N Y Acad Sci 2021; 1510:132-144. [PMID: 34951707 PMCID: PMC9304239 DOI: 10.1111/nyas.14722] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2021] [Revised: 10/13/2021] [Accepted: 10/20/2021] [Indexed: 11/30/2022]
Abstract
Mathematical skills are essential to mastering everyday activities, making professional choices, and exercising citizenship in a numerate society. There is extensive evidence of the relationship between math anxiety (MA) and working memory (WM) influencing
math attainment. Studies have mainly considered adult samples, however, leaving primary school children almost unexplored. This study is a first attempt to examine how the complex interplay between MA and WM affects math achievement from a developmental perspective. A total of 148 third graders were assessed with WM, general anxiety (GA), MA, and math tasks. Anxiety and WM were assessed at the beginning of the school year when children started attending grade 3, while math achievement was tested twice at the start of grades 3 and 4. The findings seem to confirm that GA has both a direct and an indirect effect (mediated by WM) on math performance in third and fourth graders. MA has a direct effect on math performance in grade 4, but only an indirect effect in grade 3, suggesting MA has a developmental trajectory, becoming stronger over time. The implications in the educational setting are discussed, pointing to the importance of a combined intervention on MA and WM.
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Affiliation(s)
| | - Elisa Cargnelutti
- Dipartimento/Unità Operativa Pasian di Prato, Scientific Institute, IRCCS E. Medea, Udine, Italy
| | - Alessandro Cuder
- Department of Life Sciences, University of Trieste, Trieste, Italy
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16
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The cognitive profiles for different samples of mathematical learning difficulties and their similarity to typical development: Evidence from a longitudinal study. J Exp Child Psychol 2021; 214:105288. [PMID: 34555559 DOI: 10.1016/j.jecp.2021.105288] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Revised: 07/05/2021] [Accepted: 08/17/2021] [Indexed: 11/20/2022]
Abstract
Several cognitive deficits have been suggested to induce mathematical learning difficulties (MLD), but it is unclear whether the cognitive profile for all children with MLD is the same and to what extent it differs from typically developing (TD) children. This study investigated whether such a profile could be distinguished when cognitive skills and math performance are compared between TD children and children with MLD. This was accomplished by employing two-way repeated-measures analyses of covariance in 276 10-year-old participants (60 with MLD) from fourth and fifth grades. In addition, we investigated whether more restrictive selection criteria for MLD result in different mathematical and cognitive profiles by means of independent-samples t tests. Results revealed that cognitive mechanisms for math development are mostly similar for children with MLD and TD children and that variability in sample selection criteria did not produce different mathematical or cognitive profiles. To conclude, the cognitive mechanisms for math development are broadly similar for children with MLD and their TD counterparts even when different MLD samples were selected. This strengthens our idea that MLD can be defined as the worst performance on a continuous scale rather than as a discrete disorder.
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Castaldi E, Arrighi R, Cicchini GM, Andolfi A, Maduli G, Burr DC, Anobile G. Perception of geometric sequences and numerosity both predict formal geometric competence in primary school children. Sci Rep 2021; 11:14243. [PMID: 34244592 PMCID: PMC8271001 DOI: 10.1038/s41598-021-93710-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Accepted: 06/21/2021] [Indexed: 01/29/2023] Open
Abstract
While most animals have a sense of number, only humans have developed symbolic systems to describe and organize mathematical knowledge. Some studies suggest that human arithmetical knowledge may be rooted in an ancient mechanism dedicated to perceiving numerosity, but it is not known if formal geometry also relies on basic, non-symbolic mechanisms. Here we show that primary-school children who spontaneously detect and predict geometrical sequences (non-symbolic geometry) perform better in school-based geometry tests indexing formal geometric knowledge. Interestingly, numerosity discrimination thresholds also predicted and explained a specific portion of variance of formal geometrical scores. The relation between these two non-symbolic systems and formal geometry was not explained by age or verbal reasoning skills. Overall, the results are in line with the hypothesis that some human-specific, symbolic systems are rooted in non-symbolic mechanisms.
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Affiliation(s)
- Elisa Castaldi
- Department of Translational Research and New Technologies in Medicine and Surgery, University of Pisa, 56126, Pisa, Italy.,Department of Neuroscience, Psychology, Pharmacology, and Child Health, University of Florence, 50139, Florence, Italy
| | - Roberto Arrighi
- Department of Neuroscience, Psychology, Pharmacology, and Child Health, University of Florence, 50139, Florence, Italy.
| | | | - Arianna Andolfi
- Department of Neuroscience, Psychology, Pharmacology, and Child Health, University of Florence, 50139, Florence, Italy
| | - Giuseppe Maduli
- Department of Neuroscience, Psychology, Pharmacology, and Child Health, University of Florence, 50139, Florence, Italy
| | - David C Burr
- Department of Neuroscience, Psychology, Pharmacology, and Child Health, University of Florence, 50139, Florence, Italy.,CNR Neuroscience Institute, 56100, Pisa, Italy
| | - Giovanni Anobile
- Department of Neuroscience, Psychology, Pharmacology, and Child Health, University of Florence, 50139, Florence, Italy
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Rivella C, Cornoldi C, Caviola S, Giofrè D. Learning a new geometric concept: The role of working memory and of domain-specific abilities. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 91:1537-1554. [PMID: 34148228 PMCID: PMC9290594 DOI: 10.1111/bjep.12434] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2020] [Revised: 10/27/2020] [Indexed: 11/29/2022]
Abstract
It has been suggested that not only domain‐specific factors but also working memory (WM) may play a crucial role in mathematical learning included Geometry, but the issue has not been deeply explored. In the present study, we examined the role of domain‐specific factors and of verbal versus visuospatial WM on geometric learning of a new geometrical figure (trapezoid), never presented previously by the teachers participating to the study, after a lecture also involving manipulatives. Results on 105 children in their Year 4 indicated that not only some domain‐specific components (geometric declarative knowledge and calculation) but also visuospatial working memory had a significant specific impact on the ability of solving geometric problems requiring to calculate the perimeter and the area of the new figure. On the contrary, verbal WM and geometrical mental imagery did not offer a specific contribution. These findings could have important educational implications, stressing the importance of taking into account the main different aspects supporting the acquisition of geometry.
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Affiliation(s)
| | - Cesare Cornoldi
- Department of General Psychology, University of Padua, Italy
| | - Sara Caviola
- Department of Developmental and Social Psychology, University of Padua, Italy.,School of Psychology, University of Leeds, UK
| | - David Giofrè
- Department of Educational Sciences, University of Genoa, Italy
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Huijsmans MDE, Kleemans T, Kroesbergen EH. How Cognitive Strengths Compensate Weaknesses Related to Specific Learning Difficulties in Fourth-Grade Children. Front Psychol 2021; 12:552458. [PMID: 33716844 PMCID: PMC7945979 DOI: 10.3389/fpsyg.2021.552458] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2020] [Accepted: 01/26/2021] [Indexed: 11/21/2022] Open
Abstract
The goal of the present study was to investigate whether children's cognitive strengths can compensate the accompanied weaknesses related to their specific learning difficulties. A Bayesian multigroup mediation SEM analysis in 281 fourth-grade children identified a cognitive compensatory mechanism in children with mathematical learning difficulties (n = 36): Children with weak number sense, but strong rapid naming performed slightly better on mathematics compared to peers with weak rapid naming. In contrast, a compensatory mechanism was not identified for children with a comorbid mathematical and reading difficulty (n = 16). One explanation for the latter finding could relate to the lack of ability to compensate, because of the difficulties these children experience in both academic domains. These findings lead to a new direction in research on learning difficulties in mathematics and/or reading by suggesting that children with a learning disability each have a unique profile of interrelated cognitive strengths and weaknesses. Children might compensate with these strengths for their weaknesses, which could lead to (small) learning gains in the affected domain.
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Crisci G, Caviola S, Cardillo R, Mammarella IC. Executive Functions in Neurodevelopmental Disorders: Comorbidity Overlaps Between Attention Deficit and Hyperactivity Disorder and Specific Learning Disorders. Front Hum Neurosci 2021; 15:594234. [PMID: 33732121 PMCID: PMC7958764 DOI: 10.3389/fnhum.2021.594234] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2020] [Accepted: 01/13/2021] [Indexed: 11/29/2022] Open
Abstract
The present study examines the comorbidity between specific learning disorders (SLD) and attention deficit and hyperactivity disorder (ADHD) by comparing the neuropsychological profiles of children with and without this comorbidity. Ninety-seven schoolchildren from 8 to 14 years old were tested: a clinical sample of 49 children with ADHD (n = 18), SLD (n = 18) or SLD in comorbidity with ADHD (n = 13), and 48 typically-developing (TD) children matched for age and intelligence. Participants were administered tasks and questionnaires to confirm their initial diagnosis, and a battery of executive function (EF) tasks testing inhibition, shifting, and verbal and visuospatial updating. Using one-way ANOVAs, our results showed that all children in the clinical samples exhibited impairments on EF measures (inhibition and shifting tasks) when compared with TD children. A more specific pattern only emerged for the updating tasks. Only children with SLD had significant impairment in verbal updating, whereas children with ADHD, and those with SLD in comorbidity with ADHD, had the worst performance in visuospatial updating. The clinical and educational implications of these findings are discussed.
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Affiliation(s)
- Giulia Crisci
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
| | - Sara Caviola
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
- School of Psychology, University of Leeds, Leeds, United Kingdom
| | - Ramona Cardillo
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
| | - Irene C. Mammarella
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
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Fastame MC. Visuo-spatial mental imagery and geometry skills in school-aged children. SCHOOL PSYCHOLOGY INTERNATIONAL 2021. [DOI: 10.1177/0143034321992458] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The relationships between visuo-spatial abilities and geometry performances in school-aged children were examined. A battery of tests assessing non-verbal reasoning, visuo-spatial mental imagery, and academic achievement in geometry (i.e., geometric knowledge and geometric problem-solving competencies) was presented to 162 8-9.5-year-old pupils attending primary school. After controlling for age, significant associations were found between non-verbal reasoning abilities and knowledge in geometry (r = .31, p = .013) and geometric problem-solving skills (r = .35, p = .005), respectively. Similarly, using age as covariate, mental imagery abilities were significantly related to geometric knowledge (r = -.28, p < .001) and geometric problem-solving skills (r = -.24, p = .002), respectively. Furthermore, pupils with high visuo-spatial mental imagery abilities outperformed their peers with low visuo-spatial competences in the geometry tasks and further visuo-spatial abilities measure computed by their teachers. Finally, male participants showed better geometry skills than females.
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Affiliation(s)
- Maria Chiara Fastame
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Cagliari, Italy
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Allen K, Giofrè D, Higgins S, Adams J. Using working memory performance to predict mathematics performance 2 years on. PSYCHOLOGICAL RESEARCH 2020; 85:1986-1996. [PMID: 32651687 PMCID: PMC8289789 DOI: 10.1007/s00426-020-01382-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2020] [Accepted: 07/01/2020] [Indexed: 11/30/2022]
Abstract
A number of previous studies have used working memory components to predict mathematical performance in a variety of ways; however, there is no consideration of the contributions of the subcomponents of visuospatial working memory to this prediction. In this paper we conducted a 2-year follow-up to the data presented in Allen et al. (Q J Exp Psychol 73(2):239–248, 2020b) to ascertain how these subcomponents of visuospatial working memory related to later mathematical performance. 159 children (M age = 115.48 months) completed the maths test for this second wave of the study. Results show a shift from spatial–simultaneous influence to spatial–sequential influence, whilst verbal involvement remained relatively stable. Results are discussed in terms of their potential for education and future research.
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Affiliation(s)
- Katie Allen
- School of Education, University of Durham, Durham, UK.
| | - David Giofrè
- Dipartimento di Scienze della Formazione (DISFOR), University of Genoa, Genoa, Italy
| | - Steve Higgins
- School of Education, University of Durham, Durham, UK
| | - John Adams
- Department of Psychology, University of Durham, Durham, UK
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Assel MA, Montroy JJ, Williams JM, Foster M, Landry SH, Zucker T, Crawford A, Hyatt H, Bhavsar V. Initial Validation of a Math Progress Monitoring Measure for Prekindergarten Students. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2020. [DOI: 10.1177/0734282920922078] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Given the importance of math in today’s society, it is critical that children who are at risk for math difficulty are identified early. We developed and validated a prekindergarten math subtest (i.e., CIRCLE Progress Monitoring [CPM] Math Subtest). This teacher-completed measure evaluates domains considered important for later math development. Evaluation of validity was undertaken in a longitudinal sample of 383 children ( Mage = 4.9 years), and a follow-up sample of 3,691 children ( Mage = 4.4 years). The measure demonstrated adequate psychometric properties, including strong internal consistency reliability (α = .94) and test–retest reliability ( r = .78). Evaluation of concurrent and predictive validity demonstrated scores on the CPM Math Subtest were correlated with scores on other assessments at high levels ( rs from .55–.65). Exploratory and confirmatory factor analyses revealed that the subtest conforms to a well-defined five-factor model that parallels areas considered to be important in the math literature.
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Affiliation(s)
- Mike A. Assel
- The University of Texas Health Science Center at Houston, USA
| | | | | | | | - Susan H. Landry
- The University of Texas Health Science Center at Houston, USA
| | - Tricia Zucker
- The University of Texas Health Science Center at Houston, USA
| | - April Crawford
- The University of Texas Health Science Center at Houston, USA
| | | | - Vibhuti Bhavsar
- The University of Texas Health Science Center at Houston, USA
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Allen K, Giofrè D, Higgins S, Adams J. Working memory predictors of mathematics across the middle primary school years. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 90:848-869. [PMID: 31999851 PMCID: PMC7496726 DOI: 10.1111/bjep.12339] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2019] [Revised: 12/12/2019] [Indexed: 11/29/2022]
Abstract
BACKGROUND Work surrounding the relationship between visuospatial working memory (WM) and mathematics performance is gaining significant traction as a result of a focus on improving academic attainment. AIMS This study examined the relative contributions of verbal and visuospatial simple and complex WM measures to mathematics in primary school children aged 6-10 years. SAMPLE A sample of 111 children in years 2-5 were assessed (Mage = 100.06 months, SD = 14.47). METHOD Children were tested individually on all memory measures, followed by a separate mathematics testing session as a class group in the same assessment wave. RESULTS AND CONCLUSIONS Results revealed an age-dependent relationship, with a move towards visuospatial influence in older children. Further analyses demonstrated that backward word span and backward matrices contributed unique portions of variance of mathematics, regardless of the regression model specified. We discuss possible explanations for our preliminary findings in relation to the existing literature alongside their implications for educators and further research.
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Affiliation(s)
- Katie Allen
- School of Education, University of Durham, UK
| | - David Giofrè
- Dipartimento di Scienze della Formazione (DISFOR), University of Genoa, Italy
| | | | - John Adams
- Department of Psychology, University of Durham, UK
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Cardillo R, Lanfranchi S, Mammarella IC. A cross-task comparison on visuospatial processing in autism spectrum disorders. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2019; 24:765-779. [PMID: 31778069 DOI: 10.1177/1362361319888341] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
This study aimed to draw a cross-task comparison on visuospatial processing in autism spectrum disorder without intellectual disability. Participants with autism spectrum disorder were matched with typically developing individuals on general intelligence and perceptual reasoning index. The two groups were subsequently compared on visuospatial processing speed, visuo-perceptual, visuo-constructive, and visuospatial working memory tasks. Our results revealed similar performances between autism spectrum disorder and typically developing individuals on measures of visuospatial processing speed and visuospatial working memory. The autism spectrum disorder group showed slower reaction times than the typically developing group in the visuo-perceptual task, when stimuli were characterized by a minimum level of perceptual cohesiveness, revealing weaker spatial integration abilities. Concerning the visuo-constructive domain, no differences between the autism spectrum disorder and the typically developing group emerged for the unsegmented condition, revealing that our participants with autism spectrum disorder were similar to the typically developing group in the local analysis of the stimuli. The discussion takes into account the role of individual differences on visuospatial intelligence, task requirements, and cognitive domains to clarify the visuospatial processing skills of individuals with autism spectrum disorder.
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Allen K, Giofrè D, Higgins S, Adams J. Working memory predictors of written mathematics in 7- to 8-year-old children. Q J Exp Psychol (Hove) 2019; 73:239-248. [PMID: 31390931 DOI: 10.1177/1747021819871243] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
There is extensive evidence for the involvement of working memory in mathematical attainment. This study aims to identify the relative contributions of verbal, spatial-simultaneous, and spatial-sequential working memory measures in written mathematics. Year 3 children (7-8 years of age, n = 214) in the United Kingdom were administered a battery of working memory tasks alongside a standardised test of mathematics. Confirmatory factor analyses and variance partitioning were then performed on the data to identify the unique variance accounted for by verbal, spatial-simultaneous, and spatial-sequential measures. Results revealed the largest individual contribution was that of verbal working memory, followed by spatial-simultaneous factors. This suggests the components of working memory underpinning mathematical performance at this age are those concerning verbal-numeric and spatial-simultaneous working memory. Implications for educators and further research are discussed.
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Affiliation(s)
- Katie Allen
- School of Education, Durham University, Durham, UK
| | - David Giofrè
- Department of Educational Sciences, University of Genoa, Genoa, Italy
| | | | - John Adams
- Department of Psychology, Durham University, Durham, UK
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Does training mental rotation transfer to gains in mathematical competence? Assessment of an at-home visuospatial intervention. PSYCHOLOGICAL RESEARCH 2019; 84:2000-2017. [DOI: 10.1007/s00426-019-01202-5] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2018] [Accepted: 05/17/2019] [Indexed: 10/26/2022]
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Qi H, Roberts KP. Cultural Influences on the Development of Children's Memory and Cognition. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2019; 56:183-225. [PMID: 30846047 DOI: 10.1016/bs.acdb.2018.11.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Memory is socially constructed. The types of information that children pay attention to and remember, as well as how children organize and recall their memories can differ as a function of sociocultural background. This chapter presents an overview of cultural variations on children's memory and cognition. We draw attention to the necessity of conducting controlled experiments to examine cultural differences in the specific processes involved in episodic memory (e.g., encoding, retention, discrimination skills). We highlight potential challenges (e.g., language, measurement equivalence) that researchers need to overcome to conduct valid cross-cultural research. In light of cultural transformations in recent decades, we outline promising avenues for future research as well as the applications of this research to important issues for forensics and immigrants and asylum-seekers.
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Affiliation(s)
- Hongyuan Qi
- Wilfrid Laurier University, Waterloo, ON, Canada
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Giofrè D, Donolato E, Mammarella IC. The differential role of verbal and visuospatial working memory in mathematics and reading. Trends Neurosci Educ 2018. [DOI: 10.1016/j.tine.2018.07.001] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Bizzaro M, Giofrè D, Girelli L, Cornoldi C. Arithmetic, working memory, and visuospatial imagery abilities in children with poor geometric learning. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.01.013] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
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31
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Viterbori P, Traverso L, Usai MC. The Role of Executive Function in Arithmetic Problem-Solving Processes: A Study of Third Graders. JOURNAL OF COGNITION AND DEVELOPMENT 2017. [DOI: 10.1080/15248372.2017.1392307] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Mammarella IC, Caviola S, Giofrè D, Szűcs D. The underlying structure of visuospatial working memory in children with mathematical learning disability. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2017; 36:220-235. [DOI: 10.1111/bjdp.12202] [Citation(s) in RCA: 41] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2016] [Revised: 03/31/2017] [Indexed: 11/30/2022]
Affiliation(s)
- Irene C. Mammarella
- Department of Developmental and Social Psychology; University of Padova; Italy
| | - Sara Caviola
- Department of Psychology; University of Cambridge; UK
| | - David Giofrè
- Department of Natural Sciences and Psychology; Liverpool John Moores University; UK
| | - Dénes Szűcs
- Department of Psychology; University of Cambridge; UK
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Giofrè D, Borella E, Mammarella IC. The relationship between intelligence, working memory, academic self-esteem, and academic achievement. JOURNAL OF COGNITIVE PSYCHOLOGY 2017. [DOI: 10.1080/20445911.2017.1310110] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- David Giofrè
- Department of Natural Science and Psychology, Liverpool John Moores University, Liverpool, UK
| | - Erika Borella
- Department of General Psychology, University of Padova, Padova, Italy
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Novak E, Tassell JL. Studying preservice teacher math anxiety and mathematics performance in geometry, word, and non-word problem solving. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.01.005] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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van der Ham IJM, Hamami Y, Mumma J. Universal intuitions of spatial relations in elementary geometry. JOURNAL OF COGNITIVE PSYCHOLOGY 2016. [DOI: 10.1080/20445911.2016.1257623] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Affiliation(s)
| | - Yacin Hamami
- Centre for Logic and Philosophy of Science, Vrije Universiteit Brussel, Brussels, Belgium
| | - John Mumma
- Philosophy Department, California State University of San Bernardino, San Bernardino, CA, USA
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36
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Giofrè D, Mammarella IC. The relationship between working memory and intelligence in children: Is the scoring procedure important? INTELLIGENCE 2014. [DOI: 10.1016/j.intell.2014.08.001] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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