Verbal working memory directly and positively predicts math performance in grades 3 and 4¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Listening span (verbal WM) was significantly positively associated with math performance at the start of grade 3 (β = 0.15, P = 0.05) and grade 4 (β = 0.21, P < 0.01). → Pellizzoni 2021

Evidence¶

Pellizzoni 2021¶

Pellizzoni, S., Cargnelutti, E., Cuder, A., & Passolunghi, M.C. (2021). The interplay between math anxiety and working memory on math performance: a longitudinal study. Annals of the New York Academy of Sciences. https://doi.org/10.1111/nyas.14722

q3 · i? · associational · r1

Path analysis (Model 1a) in 146 children; LS also negatively associated with DAYS_T (β = −0.37, P < 0.001) and AMAS (β = −0.15, P = 0.04). The authors say this "confirms the fundamental role of verbal WM as a math precursor".

"A single measure of verbal WM capacity (LS) was found positively and directly related to math learning at the beginning of grades 3 and 4."

Discussion¶

Learner Variables¶

• Working Memory — predictor: learners who differ on it differ in outcomes

Related Claims¶

• In a cross-sectional model, attention problems relate to both non-verbal and verbal math performance only indirectly, through working memory (and, for MR, reading) — related
• Working memory fully mediates the effects of math anxiety and attention on children's non-verbal Numerical Operations — related
• Visuo-spatial working memory and inhibition jointly predict mathematics performance in 9–10-year-old children — related
• Numerical working memory predicts decimal number line estimation accuracy — related
• The WM–flexibility factor predicts math composite scores at both Grade 1 and Grade 3 — related
• Math anxiety compromises working memory only when the anxiety is aroused by computation-based tasks, not on verbal span assessments — related
• Lower-than-average math ability, low working memory capacity, susceptibility to public embarrassment, and a nonsupportive teacher are proposed risk factors for developing math anxiety — related
• Visual-spatial working memory predicts higher-order QNC (Level II/III) but not basic numerical skills, and is linked to Grade 3 math only indirectly — related
• Rational-number CCS test performance is predicted by working memory capacity and, to a lesser extent, by intrusion errors in the listening span — a narrower finding that bears on this claim
• QNC Level I predicts QNC Level II/III, which in turn predicts Grade 3 mathematics achievement; QNC Level I also retains a direct path to Grade 3 math — related
• Teacher-rated general anxiety is associated with lower verbal working memory performance — related
• Children's self-rated general anxiety was not directly related to math achievement at either assessment time — related