Patterns of symbolic numerical magnitude processing and working memory as predictors of early mathematics performance

• Riikka-Maija Mononen ^[1] ; Markku Niemivirta ^[2]
  1. [1] University of Oslo

     University of Oslo

     Noruega

     
  2. [2] University of Helsinki

     University of Helsinki

     Helsinki, Finlandia

     
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 38, Nº 1, 2023, págs. 311-332
• Idioma: inglés
• DOI: 10.1007/s10212-021-00596-4
• Texto completo no disponible (Saber más ...)
• Resumen

  • Although the roles of symbolic numerical magnitude processing (SNMP) and working memory (WM) in mathematics performance are well acknowledged, studies examining their joint effects are few. Here, we investigated the profiles of SNMP (1- and 2-digit comparison) and WM (verbal, visual and central executive) among Norwegian first graders (N = 256), and how these predict performance in counting, arithmetic facts and word problem–solving. Using latent class cluster analysis, four groups were identified: (1) weak SNMP (33.6%), (2) strong SNMP (25.8%), (3) weak SNMP and WM (23.4%) and (4) strong WM (17.2%). Group differences in mathematics performance were significant with explained variance ranging from 7 to 16%, even after controlling for relevant demographics and domain-general cognitive skills. Our findings suggest that children may display relative strengths in SNMP and WM, and that they both have a unique, even compensatory role in mathematics performance.

• Referencias bibliográficas
  • Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of...
  • Andersson, U. (2008). Working memory as a predictor of written arithmetical skills in children: The importance of central executive functions....
  • Aunola, K., Leskinen, E., Lerkkanen, M.-K., & Nurmi, J.-E. (2004). Developmental dynamics of math performance from preschool to Grade...
  • Baddeley, A. (2010). Working memory. Current Biology, 20(4), R136–R140. https://doi.org/10.1016/j.cub.2009.12.014
  • Baddeley, A. D., & Hitch, G. (1974). Working memory. In G. H. Bower (Ed.), Psychology of Learning and Motivation (Vol. 8, pp. 47–89)....
  • Brankaer, C., Ghesquière, P., & De Smedt, B. (2017). Symbolic magnitude processing in elementary school children: A group administered...
  • Butterworth, B. (2005). Developmental dyscalculia. In J. I. D. Campbell (Ed.), Handbook of Mathematical Cognition (pp. 455–467). Psychology...
  • Cañizares, D. C., Crespo, V. R., & Alemañy, E. G. (2012). Symbolic and non-symbolic number magnitude processing in children with developmental...
  • Chan, W. W. L., & Wong, T.T.-Y. (2019). Visuospatial pathways to mathematical achievement. Learning and Instruction, 62, 11–19. https://doi.org/10.1016/j.learninstruc.2019.03.001
  • David, C. V. (2012). Working memory deficits in math learning difficulties: A meta-analysis. International Journal of Developmental Disabilities,...
  • De Smedt, B., Verschaffel, L., & Ghesquière, P. (2009). The predictive value of numerical magnitude comparison for individual differences...
  • De Smedt, B., Noël, M.-P., Gilmore, C., & Ansari, D. (2013). How do symbolic and non-symbolic numerical magnitude processing skills relate...
  • DeStefano, D., & LeFevre, J.-A. (2004). The role of working memory in mental arithmetic. European Journal of Cognitive Psychology, 16(3),...
  • Eye, A., Spiel, C., & Wood, P. K. (1996). Configural frequency analysis in applied psychological research. Applied Psychology: An International...
  • Feigenson, L., Libertus, M. E., & Halberda, J. (2013). Links between the intuitive sense of number and formal mathematics ability. Child...
  • Friso-van den Bos, I., van der Ven, S. H. G., Kroesbergen, E. H., & van Luit, J. E. H. (2013). Working memory and mathematics in primary...
  • Fung, W., & Swanson, H. L. (2017). Working memory components that predict word problem solving: Is it merely a function of reading, calculation,...
  • Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37(1), 4–15. https://doi.org/10.1177/00222194040370010201
  • Geary, D. C., Hoard, M. K., Byrd-Craven, J., & DeSoto, M. C. (2004). Strategy choices in simple and complex addition: Contributions of...
  • Goffin, C., & Ansari, D. (2019). How are symbols and nonsymbolic numerical magnitudes related? Exploring bidirectional relationships in...
  • Holloway, I. D., & Ansari, D. (2009). Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences...
  • Karagiannakis, G., Baccaglini-Frank, A., & Papadatos, Y. (2014). Mathematical learning difficulties subtypes classification. Frontiers...
  • Klausen, T., & Reikerås, E. (2016). Regnefaktaprøven. Lesesenteret, University of Stavanger, Norway.
  • Koponen, T., Eklund, K., & Salmi, P. (2018). Cognitive predictors of counting skills. Journal of Numerical Cognition, 4(2), 410–428. https://doi.org/10.5964/jnc.v4i2.116
  • Kroesbergen, E. H., & van Dijk, M. (2015). Working memory and number sense as predictors of mathematical (dis-)ability. Zeitschrift Für...
  • Kyttälä, M., Kanerva, K., Munter, I., & Björn, P. M. (2019). Working memory resources in children: Stability and relation to subsequent...
  • Lafay, A., St-Pierre, M.-C., & Macoir, J. (2019). Impairment of non-symbolic number processing in children with mathematical learning...
  • Landerl, K., Fussenegger, B., Moll, K., & Willburger, E. (2009). Dyslexia and dyscalculia: Two learning disorders with different cognitive...
  • Li, Y., Zhang, M., Chen, Y., Deng, Z., Zhu, X., & Yan, S. (2018). Children’s non-symbolic and symbolic numerical representations and their...
  • Menon, V. (2016). Working memory in children’s math learning and its disruption in dyscalculia. Current Opinion in Behavioral Sciences, 10,...
  • Morgan, G. B. (2015). Mixed mode latent class analysis: An examination of fit index performance for classification. Structural Equation Modeling:...
  • Nuerk, H. C., Weger, U., & Willmes, K. (2001). Decade breaks in the mental number line? Putting the tens and units back in different bins....
  • Passolunghi, M. C., & Siegel, L. S. (2004). Working memory and access to numerical information in children with disability in mathematics....
  • Passolunghi, M. C., Cargnelutti, E., & Pastore, M. (2014). The contribution of general cognitive abilities and approximate number system...
  • Preßler, A.-L., Krajewski, K., & Hasselhorn, M. (2013). Working memory capacity in preschool children contributes to the acquisition of...
  • Purpura, D. J., & Ganley, C. M. (2014). Working memory and language: Skill-specific or domain-general relations to mathematics? Journal...
  • Raven, J. C., Court, J. H., & Raven, J. (1990). Manual for Raven’s progressive matrices and vocabulary scales: Section 2, Coloured progressive...
  • Reynvoet, B., & Brysbaert, M. (1999). Single-digit and two-digit Arabic numerals address the same semantic number line. Cognition, 72(2),...
  • Rousselle, L., & Noël, M.-P. (2007). Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic...
  • Salminen, J., & Koponen, T. (2011). Oppimisen arviointi: Matematiikan oppimisen seurannan välineet. Käsikirja [LukiMat – Assessment of...
  • Schneider, M., Beeres, K., Coban, L., Merz, S., Schmidt, S. S., Stricker, J., & Smedt, B. D. (2017). Associations of non-symbolic and...
  • Semel, E., Wiig, E., & Secord, W. (2003). Clinical Evaluation of Language Fundamentals – Fourth Edition (CELF-4). Norwegian version. Pearson.
  • Siemann, J., & Petermann, F. (2018). Innate or acquired? - Disentangling number sense and early number competencies. Frontiers in Psychology,...
  • The jamovi project. (2020). Jamovi (Version 1.2) [Computer Software]. https://www.jamovi.org
  • The Norwegian Directorate for Education and Training. (2013). Curriculum for the Common Core Subject of Mathematics (MAT1–04). https://www.udir.no/laring-og-trivsel/lareplanverket/finn-lareplan/lareplan/....
  • Toll, S. W. M., Kroesbergen, E. H., & Luit, J. E. H. V. (2016). Visual working memory and number sense: Testing the double deficit hypothesis...
  • Vanbinst, K., Ghesquière, P., & Smedt, B. D. (2012). Numerical magnitude representations and individual differences in children’s arithmetic...
  • Vermunt, J. K., & Magidson, J. (2016). Upgrade Manual for Latent GOLD 5.1. Belmont Massachusetts: Statistical Innovations Inc.
  • Wechsler, D. (2017). WISC-V Wechsler Intelligence Scale for Children – fifth edition. Norwegian version. Pearson.
  • Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3),...
  • Zheng, X., Swanson, H. L., & Marcoulides, G. A. (2011). Working memory components as predictors of children’s mathematical word problem...