Sex differences in the association of math achievement with visual‐spatial and verbal working memory: Does the type of math test matter?

Weijer-Bergsma, Eva van de; Luit, Johannes E. H. Van; Moeller, Korbinian

doi:10.1111/bjop.12562

Cited by 5 publications

(3 citation statements)

References 96 publications

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“…Similarly Peng et al (2016) found medium correlation between working memory and mathematics, and this correlation was modulated by types of mathematics skills and sample characters, but similar across domains of working memory (Peng et al, 2016). The association between working memory and mathematics was also consistently reported across age and gender in more recent studies (Allen et al, 2020a(Allen et al, , 2020cCaviola et al, 2020;Fung & Swanson, 2017;Liang et al, 2022;van de Weijer-Bergsma et al, 2022).…”

Section: Introductionmentioning

confidence: 68%

“…Of them the phonological loop and the visuospatial sketchpad was proposed to store and manipulate auditory-verbal and visual-spatial information, respectively, and was distinguished as verbal working memory (VWM) and visuospatial working memory (VSWM) (Buttelmann et al, 2020;Shah & Miyake, 1996). Numerous studies have shown that working memory is vital for mathematics and is a strong predictor of mathematical performance (Allen et al, 2020a(Allen et al, , 2020cBull et al, 2008;Caviola et al, 2020;Friso-van den Bos et al, 2013;Fung & Swanson, 2017;Giofrè et al, 2018;Liang et al, 2022;Lopez, 2014;Peng et al, 2016;van de Weijer-Bergsma et al, 2022). For example, Bull et al (2008) found that working memory measured in preschool can predict mathematics achievement at the end of the first and third years of primary school.…”

Section: Introductionmentioning

confidence: 99%

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Verbal but not visual–spatial working memory contributes to complex arithmetic calculation

Chen

Liu

et al. 2023

British J of Dev Psycho

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The contribution of working memory to mathematics has been extensively studied. It has been proposed that verbal working memory (VWM) and visual–spatial working memory (VSWM) have distinct contributions, but results have been inconclusive. Here, we hypothesized that VWM and VSWM contribute differentially to separate sub‐domains of mathematics. To test this hypothesis, we enrolled 199 primary school students and measured their VWM and VSWM with number/letter/matrix backward span tasks, and tested mathematics performance with simple subtraction, complex subtraction, multi‐step calculation and number series completion, while controlling for several aspects of cognition. We found that while letter backward span had a significant contribution to complex subtraction, multi‐step computation and number series completion, number backward span only had a significant contribution to multi‐step computation, and matrix span had no effect on any math task. These results suggest that only VWM associated with complex mathematics, which might reflect verbal rehearsal. In contrast, VSWM does not appear to associated with mathematics.

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Section: Introductionmentioning

confidence: 68%

Section: Introductionmentioning

confidence: 99%

Verbal but not visual–spatial working memory contributes to complex arithmetic calculation

Chen

Liu

et al. 2023

British J of Dev Psycho

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“…Previous studies have examined sex differences in multiple cognitive-behavioral domains (Gur et al, 2012;Herlitz & Lovén, 2013;Lippa et al, 2010;Liu et al, 2020;van de Weijer-Bergsma et al, 2022). It has been noted that females outperform males on verbal fluency (Scheuringer et al, 2017), verbal memory (Voyer et al, 2021) and episodic memory (Asperholm et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Cerebral thickness reveals sex differences in verbal and visuospatial memory

Sang,

Zhao,

et al. 2023

Preprint

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Although sex differences in behavior/cognition and brain have previously been reported and reviewed, a sex difference of verbal and visuospatial memory and the underlying neural basis still need to be explored further. In this study, we used a machine learning model to explore a sex difference of the association between brain structure and verbal/visuospatial memory based on a community older cohort (n = 1153, age ranged from 50.42 to 86.67 years). We found females outperformed males in verbal memory (t= -5.431,p< 0.001), while males outperformed females in visuospatial memory (t= 3.201,p= 0.001). The key regions related to verbal memory in females include medial temporal cortex, orbitofrontal cortex, and some regions around insula. According to the overlapping with Yeo’s 7 networks, those regions are more located in limbic, dorsal attention and default model networks, and they are also associated with face recognition and perception processes. The key regions related to visuospatial memory, which is outstanding in males, include lateral prefrontal cortex, anterior cingulate gyrus, and some occipital regions. They overlapped more with dorsal attention, frontoparietal and visual networks, and associated with object recognition processes. These findings imply the memory performance advantage of females and males is related to the different memory preprocessing tendencies and its associated network.

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Independent and joint effects of perceived teacher support and math self-efficacy on math achievement in primary school student: Variable-oriented and person-oriented analyses

Zhu,

Zhang,

et al. 2024

Learning and Individual Differences

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Sex differences in the association of math achievement with visual‐spatial and verbal working memory: Does the type of math test matter?

Abstract: This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Cited by 5 publications

References 96 publications

Verbal but not visual–spatial working memory contributes to complex arithmetic calculation

Verbal but not visual–spatial working memory contributes to complex arithmetic calculation

Cerebral thickness reveals sex differences in verbal and visuospatial memory

Independent and joint effects of perceived teacher support and math self-efficacy on math achievement in primary school student: Variable-oriented and person-oriented analyses

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