The relationship among geometry, working memory, and intelligence in children

Giofrè, David; Mammarella, Irene C.; Cornoldi, Cesare

doi:10.1016/j.jecp.2014.01.002

Cited by 60 publications

(59 citation statements)

References 64 publications

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“…This shortened 12-item test from the original 36-item test could be used as a quick assessment for a reliable measure or indicator of academic achievement or general intellectual ability. We acknowledge that the shortened test may be no different than a math test, and there are studies providing support for the strong relationship between intelligence, executive functions, working memory and math achievement [29,30].…”

Section: Discussionmentioning

confidence: 99%

The Sternberg Triarchic Abilities Test (Level-H) is a Measure of g

2014

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Although the consensus in the field of human intelligence holds that a unitary factor (g) accounts for the majority of the variance among individuals, there are still some who argue that intelligence is composed of separate abilities and individual differences across abilities in combination are what constitutes intelligence. In keeping with the latter theoretical support, the Sternberg Triarchic Abilities Test (STAT) is an intelligence test that is designed to measure three distinct types of intelligence: analytical, practical, and creative. Several analyses were conducted to establish whether or not the triarchic model is empirically supported, or if a unitary construct is the best explanation of individual differences on this test. Exploratory and confirmatory factor analyses indicate that a g model is the best explanation for the data.

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Section: Discussionmentioning

confidence: 99%

The Sternberg Triarchic Abilities Test (Level-H) is a Measure of g

2014

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“…WM is a limited-capacity system that enables information to be temporarily stored and manipulated (Baddeley, 2000), and it has repeatedly been associated with academic performance (Cornoldi & Giofrè, 2014). Alternative WM models have been proposed.…”

Section: The Influence Of Wm On Mathematical and Reading Tasksmentioning

confidence: 99%

The differential role of verbal and visuospatial working memory in mathematics and reading

Giofrè

Donolato

Mammarella

2018

Trends in Neuroscience and Education

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Objectives: Several studies have focused on the role of working memory (WM) in predicting mathematical and reading literacy. Alternative models of WM have been proposed and a modalitydependent model of WM, distinguishing between verbal and visuospatial WM modalities, has been advanced. In addition, the relationship between verbal and visuospatial WM and academic achievement has not been extensively and consistently studied, especially when it comes to distinguishing between mathematical and reading tasks. Method: In the present study, we tested a large group of middle school children in several measures of WM, and in mathematical and reading tasks. Results: Confirmatory factor analyses showed that verbal and visuospatial WM can be differentiated and that these factors have a different predictive power in explaining unique portions of variance in reading and mathematics. Conclusions: Our findings point to the importance of distinguishing between WM modalities in evaluating the relationship between mathematics and reading. Research highlights WM tasks can be distinguished between verbal and visuospatial modalities  Verbal WM predicts a large portion of unique variance in reading  Visuospatial WM predicts a large portion of unique variance in mathematics achievement at age 7 years.

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“…2005; see also Cornoldi, Giofrè , Calgaro, & Stupiggia, 2013). It has been demonstrated, moreover, that WM -not intelligence -is the best predictor of literacy and numeracy (e.g., Alloway & Alloway, 2010), various mathematical skills (Träff, 2013), and academic achievement in geometry (Giofrè, Mammarella, & Cornoldi, 2014). Overall, this evidence converges in indicating that WM and intelligence may provide important, different information on children's cognitive functioning.…”

Section: Introductionmentioning

confidence: 96%

The relationship between working memory and intelligence in children: Is the scoring procedure important?

Giofrè

Mammarella

2014

Intelligence

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Different procedures have been proposed for scoring working memory (WM) tasks. The Absolute Credit Score (ACS) only considers performance in perfectly recalled trials, while the Partial Credit Score (PCS) considers imperfectly recalled ones too. Research indicates that different relationships between WM and general intelligence (the g-factor) may emerge using the ACS or the PCS. We reanalyzed the ACS and PCS obtained in a sample of 176 children in the 4 th and 5 th grades, and found that the PCS strengthened the relationship between WM and intelligence, and the relationships between visuospatial short-term memory (STM-VS), active WM and intelligence. When the number of items to be remembered (set size) was considered, however, the PCS only strengthened the relationship between STM-VS, active WM and intelligence in the case of larger set sizes. Practical and theoretical implications of these findings are discussed.

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The relationship among geometry, working memory, and intelligence in children

Cited by 60 publications

References 64 publications

The Sternberg Triarchic Abilities Test (Level-H) is a Measure of g

The Sternberg Triarchic Abilities Test (Level-H) is a Measure of g

The differential role of verbal and visuospatial working memory in mathematics and reading

The relationship between working memory and intelligence in children: Is the scoring procedure important?

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