Differential enhancement of working memory with mathematical versus verbal precocity.

Abstract

Two experiments compared the working-memory performance of highly gifted 13-and 14-yearolds who showed (a) both mathematical and verbal precocity, (b) primarily mathematical precocity, or (c) primarily verbal precocity. Experiment 1 examined (a) working-memory representational capacity for digit, letter, word, and location stimuli and (b) manipulation in working memory of digit, letter, and location stimuli. Verbally precocious youths showed enhanced capacity for words, and mathematically precocious youths showed enhanced capacity for digit and location stimuli. In working-memory manipulation, the mathematically precocious outperformed the verbally precocious with digits and letters. Experiment 2 examined speed of encoding into working memory. The verbally precocious showed enhanced encoding speed. Different types of intellectual talent appear to be associated with different working-memory characteristics and with differences in how digit and word stimuli are represented in memory.1 Although the discussion is written as if the units are individually meaningful, like Morton's (1970) logogens, this is just a semantic convenience. The same points apply to representations comprising patterns of units, like the distributed memory of McClelland and Rumelhart (1985).

The origins and ends of giftedness.

“…Underlying mathematical but not verbal giftedness are spatial abilities (Benbow & Minor, 1990;Benbow, Stanley, Kirk, & Zonderman, 1983;Casey & Brabeck, 1989;Gardner, 1983;Hermelin & O'Connor, 1986;Krutetskii, 1976). Mathematically gifted children show stronger recall for numerical and spatial information than for linguistic information, whereas verbally gifted children show the reverse pattern (Dark & Benbow, 1991).…”

Numerical and Arithmetical Cognition: Patterns of Functions and Deficits in Children at Risk for a Mathematical Disability

“…By definition, familiar words are represented in longterm memory, which appears to facilitate their encoding into working memory (e.g., when they are presented by dictation) and might facilitate the speed with which these words can be articulated (Dark & Benbow, 1991;Wagner & Torgesen, 1987). Nonwords, in contrast, are not represented in long-term memory and thus there are no direct long-term memory advantages for encoding or articulating these words (see Gathercole & Adams, 1994, for further discussion).…”

Exceptionally high intelligence and schooling.

“…Matthews & Keating, 1995). The kinds of memories and information-processing skills possessed by mathematically gifted children are different than those possessed by verbally gifted children (Dark & Benbow, 1991). Thus, educational interventions need to be tailored to the kind of gift the child possesses.…”