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

Giofrè, David; Mammarella, Irene C.

doi:10.1016/j.intell.2014.08.001

Cited by 26 publications

(23 citation statements)

References 50 publications

(61 reference statements)

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“…(). Several tasks included in the battery have been used in other studies (e.g., Caviola et al ., ; Giofrè & Mammarella, ; Giofrè, Mammarella, Ronconi, & Cornoldi, ; Giofrè, Mammarella, et al ., ; Mammarella, Hill, Devine, Caviola, & Szűcs, ; Passolunghi & Mammarella, , ) and revealed good psychometric properties. All tasks were of increasing difficulty.…”

Section: Methodsmentioning

confidence: 98%

“…All tasks were of increasing difficulty. As for the scoring, we used the partial credit score, expressing the mean proportion of elements within an item that were recalled correctly, as this approach was shown to be more reliable and to increase the predictive validity of WM tasks (see Conway et al ., ), particularly the visuospatial ones (Giofrè & Mammarella, ).…”

Section: Methodsmentioning

confidence: 99%

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The underlying structure of visuospatial working memory in children with mathematical learning disability

Mammarella

Caviola

Giofrè

et al. 2017

British J of Dev Psycho

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The underlying structure of visuospatial working memory in children with mathematical learning disability.http://researchonline.ljmu.ac.uk/7073/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. AbstractThe present study examines visual, spatial-sequential, and spatial-simultaneous working memory (WM) performance in children with mathematical learning disability (MLD) and low mathematics achievement (LMA) compared with typically developing (TD) children. Groups were matched on reading decoding performance and verbal intelligence. Besides statistical significance testing, we used bootstrap confidence interval estimation and computed effect sizes. Children were individually tested with six computerized tasks, two for each visuospatial WM subcomponent. We found that both MLD and LMA children had low visuospatial WM function in both simultaneous and sequential spatial WM tasks. The WM deficit was most expressed in MLD children and less in LMA children. This suggests that WM scores are distributed along a continuum with TD children achieving top scores and MLD children achieving low scores. The theoretical and practical significance of findings are discussed.

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Section: Methodsmentioning

confidence: 98%

Section: Methodsmentioning

confidence: 99%

The underlying structure of visuospatial working memory in children with mathematical learning disability

Mammarella

Caviola

Giofrè

et al. 2017

British J of Dev Psycho

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“…The size judgment task was scored in two ways using an all or none method and a partial credit method. Previous comparisons between these scoring systems has shown that partial credit scoring generally demonstrates more sensitivity and shows higher correlations to other variables of interest (Conway et al, 2005; Friedman & Miyake, 2005; Giofrè, & Mammarella, 2014; St. Clair-Thompson, & Sykes, 2010). Greatest list length, an all or none method used by Montgomery (2000a, 2000b), awarded children credit for the highest list length in which two of the three lists had all the items recalled, and in the correct reorder.…”

Section: Methodsmentioning

confidence: 99%

Working memory performance in children with and without specific language impairment in two nonmainstream dialects of English

McDonald

Seidel

Hammarlund

et al. 2017

Applied Psycholinguistics

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Using speakers of either African American English or Southern White English, we asked whether a working memory measure was linguistically unbiased, that is, equally able to distinguish between children with and without specific language impairment (SLI) across dialects, with similar error profiles and similar correlations to standardized test scores. We also examined whether the measure was affected by a child's nonmainstream dialect density. Fifty-three kindergarteners with SLI and 53 typically developing controls (70 African American English, 36 Southern White English) were given a size judgment working memory task, which involved reordering items by physical size before recall, as well as tests of syntax, vocabulary, intelligence, and nonmainstream density. Across dialects, children with SLI earned significantly poorer span scores than controls, and made more nonlist errors. Span and standardized language test performance were correlated; however, they were also both correlated with nonmainstream density. After partialing out density, span continued to differentiate the groups and correlate with syntax measures in both dialects. Thus, working memory performance can distinguish between children with and without SLI and is equally related to syntactic abilities across dialects. However, the correlation between span and nonmainstream dialect density indicates that processing-based verbal working memory tasks may not be as free from linguistic bias as often thought. Additional studies are needed to further explore this relationship.

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“…At the end of each set of sentences, immediately after saying whether the statement was true or false, participants were asked to recall the final word in each of the sentences (in their order of presentation), and to be careful to avoid naming non-final words. The proportion of accurately recalled words was computed (i.e., the partial credit score, see Conway, et al, 2005;Giofrè & Mammarella, 2014).…”

Section: Screeningmentioning

confidence: 99%

Separating math from anxiety: The role of inhibitory mechanisms

Mammarella

Caviola

Giofrè

et al. 2017

Applied Neuropsychology: Child

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Deficits in executive functions have been hypothesized and documented for children with severe mathematics anxiety (MA) or developmental dyscalculia, but the role of inhibitionrelated processes has not been specifically explored. The main aim of the present study was to shed further light on the specificity of these profiles in children in terms of working memory (WM) and the inhibitory functions involved. Four groups of children between 8 and 10 years old were selected: one group with developmental dyscalculia (DD) and no MA, one with severe MA and developmental dyscalculia (MA-DD), one with severe MA and no DD (MA), and one with typical development (TD). All children were presented with tasks measuring two inhibition-related functions, i.e. proactive interference and prepotent response, and a WM task. The results showed that children with severe MA (but no DD) were specifically impaired in the proactive interference task, while children with DD (with or without MA) failed in the WM task. Our findings point to the importance of distinguishing the cognitive processes underlying these profiles.

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

Cited by 26 publications

References 50 publications

The underlying structure of visuospatial working memory in children with mathematical learning disability

The underlying structure of visuospatial working memory in children with mathematical learning disability

Working memory performance in children with and without specific language impairment in two nonmainstream dialects of English

Separating math from anxiety: The role of inhibitory mechanisms

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