Growth in working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties.

Swanson, H. Lee; Jerman, Olga; Zheng, Xinghua

doi:10.1037/0022-0663.100.2.343

Cited by 218 publications

(238 citation statements)

References 106 publications

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“…The number of studies using RAN as a predictor of mathematics performance has steadily increased over the last decade (e.g., Berg, 2008;Cirino, 2011;Geary, 2011;Georgiou et al, 2013;Hecht et al, 2001;Koponen et al, 2007Koponen et al, , 2013Swanson et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

A meta-analysis of the relation between RAN and mathematics.

Koponen¹,

Georgiou²,

Salmi³

et al. 2017

Journal of Educational Psychology

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Several studies have shown that rapid automatized naming (RAN) is a significant predictor of mathematics, but the nature of their relationship remains elusive. Thus, the purpose of this meta-analysis was to estimate the size of their relationship and determine the conditions under which they correlate. We used a random-effects model analysis of data from 38 studies (33 unique samples, 151 correlations, 7,135 participants) to examine the size of the RAN-mathematics relationship and the role of different moderators (i.e., math measure and variable, type of RAN task, math age, study design, and sample characteristics). The results showed a significant correlation between RAN and mathematics (r ϭ .37; 95% confidence interval ) as well as a large heterogeneity of individual correlations. The results also revealed that RAN produced stronger correlations with arithmetic calculation tasks than with general achievement tests; stronger correlations with single-digit calculation tasks than multidigit calculation tasks; and stronger correlations with math fluency tasks than math accuracy tasks. The effect of these moderators suggests that part of the reason why RAN predicts mathematics is that they both require quick access to and retrieval of phonological representations from long-term memory. Our findings also suggest that RAN objects or colors can be used as early predictors of mathematical skill, especially of arithmetic fluency.

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Section: Discussionmentioning

confidence: 99%

A meta-analysis of the relation between RAN and mathematics.

Koponen¹,

Georgiou²,

Salmi³

et al. 2017

Journal of Educational Psychology

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“…En todo caso, confirman los resultados de estudios en los que la variable dependiente fue el rendimiento aritmético evaluado de forma global (e.g., Cai et al, 2013;IglesiasSarmiento y Deaño, 2011). Nuestros resultados también son relevantes para aportar nuevas evidencias a favor de los estudios que localizaron relaciones predictivas entre la agenda visoespacial y el rendimiento en resolución de problemas en poblaciones normales de los tres primeros grados educativos (Meyer et al, 2010;Swanson et al, 2008).…”

Section: Discussionunclassified

Expectativas Académicas Y Planificación. Claves Para La Interpretación Del Fracaso Y El Abandono Académico

Rodríguez¹,

Deaño²,

Diniz³

et al. 2017

Revista INFAD de Psicología

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RESUMENEsta investigación analizó la contribución del funcionamiento cognitivo a la resolución de problemas aritméticos en niños con trastorno con déficit de atención y/o hiperactividad (TDAH) y con dificultades de aprendizaje en las matemáticas (DAM). Método: La muestra se formó por un total de 60 alumnos de 4º, 5º y 6º grado organizados en dos grupos: TDAH (n = 30) y DAM (n = 30). La evaluación se llevó a cabo en dos sesiones en las que se evaluaron los procesos PASS y la resolución de problemas aritméticos. Los procesos ejecutivos fueron predictores de la resolución de problemas en el grupo con TDAH mientras el simultáneo resultó el único predictor en la muestra con DAM.Palabras clave: trastorno con déficit de atención y/o hiperactividad, dificultades de aprendizaje en las matemáticas, resolución de problemas aritméticos, procesos cognitivos. ABSTRACTArithmetic problem solving in studentes with learning disabilities and adhd In this investigation, the contribution of cognitive functioning to arithmetic problem solving of children with attention deficit and/or hyperactivity disorder (ADHD) and with mathematical learning disabilities (MLD) were examined. The sample was made up of a total of 60 students of 4th, 5th, and 6th grade organized in two groups: ADHD (n = 30) and MLD (n = 30). . Assessment was conducted in two sessions in which the PASS processes and arithmetic problem solving were evaluated. Executive processes predicted arithmetic problem solving in the ADHD group whereas simultaneous processing was the unique predictor in the MLD sample.

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“…[21,22,23]). Moreover, memory deficits cause a confusion on mathematic terminology [24], on performing mental calculation [25] and on keeping track on steps on problem solving [26]. Furthermore, several studies suggests [27,28,29] that there is a positive correlation between visual spatial perception and mathematical ability.…”

Section: Introductionmentioning

confidence: 99%

A Neuropsychological Approach of Developmental Dyscalculia and a Screening Test Via a Web Application

Zygouris¹,

Vlachos²,

Dadaliaris³

et al. 2017

Int. J. Eng. Ped.

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Abstract-Traditional definitions of Developmental Dyscalculia state that a child must substantially underachieve on mathematical abilities tests relative to the level expected for the given age, education and intelligence. However, current cognitive developmental neuropsychological studies suggest that not only the core numerical but also the cognitive skills of children with developmental dyscalculia present deficits. The main aim of the proposed research protocol was to construct a battery of six tests that can be delivered by computer in order to screen children's arithmetic and cognitive skills. The hypothesis of the study was that children that are already diagnosed by paper and pencil tests as dyscalculic will present lower scores and larger time latencies not only in mathematical but also in cognitive tasks. A total of 134 right handed children (74 male and 60 female, age range 8 -12 years) participated in this study. The students with disorders in mathematics (N= 67, 37 male and 30 female age range 8 -12 years M= 10.15 SD=1.10) had a statement of dyscalculia after assessment at a Centre of Diagnosis, Assessment and Support, as it is required by Greek Law. A comparison group without any learning disabilities was individually matched with the dyscalculic group according to age, sex and grade (N=67, 37 male and 30 female, age range 8 -12 years old, M=10.24 SD=1.12). Statistical analysis revealed that children with dyscalculia had statistically significant lower mean scores of correct answers and larger time latencies in all tasks compared to their average peers that participated in the comparison group. These findings suggest that children with dyscalculia present several deficits on cognitive systems apart from the core numerical ones. The results are discussed in relation to the use of computers as screening tools for children with learning disabilities.

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Growth in working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties.

Cited by 218 publications

References 106 publications

A meta-analysis of the relation between RAN and mathematics.

A meta-analysis of the relation between RAN and mathematics.

Expectativas Académicas Y Planificación. Claves Para La Interpretación Del Fracaso Y El Abandono Académico

A Neuropsychological Approach of Developmental Dyscalculia and a Screening Test Via a Web Application

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