Spatial and visual working memory ability in children with difficulties in arithmetic word problem solving

Passolunghi, Maria Chiara; Mammarella, Irene C.

doi:10.1080/09541440903091127

Cited by 104 publications

(102 citation statements)

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“…There is an extensive literature indicating a strong correlation between poor math performance and low working memory [56][57][58][59][60][61][62]. Children with mathematical disorders have difficulty in holding information in their memory while performing another activity (e.g., counting) or when they must inhibit irrelevant information [7,63]. They perform poorly in tasks that measure visual-spatial working memory and central executive functions [61,[64][65][66][67].…”

Section: Discussionmentioning

confidence: 99%

Predicting Mathematical Performance: The Effect of Cognitive Processes and Self-Regulation Factors

Musso

Kyndt

Cascallar

et al. 2012

Education Research International

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A substantial number of research studies have investigated the separate influence of working memory, attention, motivation, and learning strategies on mathematical performance and self-regulation in general. There is still little understanding of their impact on performance when taken together, understanding their interactions, and how much each of them contributes to the prediction of mathematical performance. With the emergence of new methodologies and technologies, such as the modelling with predictive systems, it is now possible to study these effects with approaches which use a wide range of data, including student characteristics, to estimate future performance without the need of traditional testing ). This research examines the different cognitive patterns and complex relations between cognitive variables, motivation, and background variables associated with different levels of mathematical performance using artificial neural networks (ANNs). A sample of 800 entering university students was used to develop three ANN models to identify the expected future level of performance in a mathematics test. These ANN models achieved high degree of precision in the correct classification of future levels of performance, showing differences in the pattern of relative predictive weight amongst those variables. The impact on educational quality, improvement, and accountability is highlighted.

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Section: Discussionmentioning

confidence: 99%

Predicting Mathematical Performance: The Effect of Cognitive Processes and Self-Regulation Factors

Musso

Kyndt

Cascallar

et al. 2012

Education Research International

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“…Within this verbal memory task (Passolunghi & Mammarella, 2010) the evaluated subject is asked to repeat a set of numbers of growing order, first in direct order (used for measuring the phonological short-term memory), then in inverse order (measuring the phonological WM). The dependent variable is the number of series remembered correctly.…”

Section: Neuropsychological Tasksmentioning

confidence: 99%

Implicación de la memoria visoespacial y fonológica en la heterogeneidad clínica del Trastorno por Déficit de Atención con Hiperactividad (TDAH)

2017

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Título: Implicación de la memoria visoespacial y fonológica en la heterogeneidad clínica del Trastorno por Déficit de Atención con Hiperactividad (TDAH). Resumen: Introducción: Recientemente se ha incrementado el interés en el estudio de los déficits neuropsicológicos que subyacen al TDAH. Entre ellos, destaca la Memoria de Trabajo (MT) en sus dimensiones visoespacial y fonológica. El objetivo del presente estudio fue explorar las diferencias de rendimiento en memoria a corto plazo y memoria de trabajo visoespacial y fonológica entre un grupo control y un grupo clínico, teniendo en cuenta la heterogeneidad clínica del trastorno. Método: Se formó un grupo clínico de 76 niños con un diagnóstico previo de TDAH, divididos según su subtipo clínico: TDAH predominantemente inatento (n = 26, edad M = 10,9, SD = 1,8; 66% varones), y TDAH combinado (n = 50, edad M = 10.8, DT = 1.9; 61.5% varones). Además, se formó un grupo control conformado por niños sin diagnóstico TDAH (n = 40, edad M = 10.2, SD = 1.9; 57.5% varones). A todo ellos se les administró un batería de pruebas para medir la memoria a corto plazo y la memoria de trabajo, tanto visoespacial como fonológica. Resultados: El grupo TDAH obtuvo un peor rendimiento en las tareas de Memoria de Trabajo visoespacial (Tarea Corsi) y fonológica ("Letras y Números" de WISC). Este peor rendimiento se mantuvo también para los subtipos clínicos. No se halló relación entre las dimensiones del TDAH y el rendimiento en las tareas neuropsicológicas empleadas. Discusión: Este estudio aporta evidencia empírica a la hipótesis que sugiere que los niños con TDAH presentan un menor rendimiento en tareas que implican la memoria de Trabajo, tanto respecto a la memoria de trabajo fonológica como visoespacial. Además, los resultados de este estudio sugieren que no existiría una relación entre las dimensiones principales del TDAH y el rendimiento en las tareas de memoria de trabajo. Palabras clave: TDAH; Rendimiento Neuropsicológico; Memoria a Corto Plazo; Memoria de Trabajo Visoespacial; Memoria de Trabajo Fonológica. Abstract: Introduction:The interest in studying the neuropsychological deficits that lie behind ADHD, among which the Working Memory (WM) stands out in its visuospatial and phonological dimensions, has been on increase. The aim of the current study was to explore the performance differences concerning the short-term memory and the visuospatial and phonological working memory among control and clinical groups acknowledging the clinical heterogeneity of the disorder. Method: A group of 76 children with a prior diagnosis of ADHD was divided by the clinical subtype of the disorder: ADHD predominantly inattentive (n = 26, age M = 10,9, SD = 1,8; 66% male), and combined ADHD (n = 50, age M = 10.8, DT = 1.9; 61.5% male). Additionally, a control group of typically developing children was formed (n = 40, age M = 10.2, SD = 1.9; 57.5% male). Both groups completed a task battery to aimed to measure the short-term memory, as well as the visuospatial and phonological working memory. Resul...

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“…I considered backward digit span as a measure of verbal WM because it has processing requirements besides mere storage and recall (Geary et al, 1999(Geary et al, , 2000. Similarly, backward Corsi span is considered a test of visual WM (eg, Passolunghi and Mammarella, 2010). Some unique papers used a very large battery of memory tasks (Schuchardt et al, 2008).…”

Section: Figmentioning

confidence: 99%

Subtypes and comorbidity in mathematical learning disabilities

Szűcs

2016

Progress in Brain Research

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Spatial and visual working memory ability in children with difficulties in arithmetic word problem solving

Cited by 104 publications

References 60 publications

Predicting Mathematical Performance: The Effect of Cognitive Processes and Self-Regulation Factors

Predicting Mathematical Performance: The Effect of Cognitive Processes and Self-Regulation Factors

Implicación de la memoria visoespacial y fonológica en la heterogeneidad clínica del Trastorno por Déficit de Atención con Hiperactividad (TDAH)

Subtypes and comorbidity in mathematical learning disabilities

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