Children with larger first-to-fifth grade gains in visuospatial memory had higher fifth grade mathematics achievement, controlling for first grade visuospatial memory and other predictors¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2013 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Fifth grade visuospatial memory scores predicted fifth grade Numerical Operations scores (p = .0346) controlling for first grade scores and other variables, indicating gains in visuospatial memory contribute to mathematics achievement. → Li Y 2013
Evidence¶
Li Y 2013¶
Li Y, Geary DC (2013) Developmental Gains in Visuospatial Memory Predict Gains in Mathematics Achievement. PLoS ONE 8(7): e70160. https://doi.org/10.1371/journal.pone.0070160
q3 · i? · associational · r2
Multilevel (PROC MIXED) analysis of 177 children's kindergarten-to-fifth grade achievement. The bottom portion of Table 3 showed "children with higher visuospatial memory scores in fifth grade had higher same-grade Numerical Operations scores" (p = .0346); no effect size printed.
"children with higher visuospatial memory scores in fifth grade had higher same-grade Numerical Operations scores than did their peers with lower visuospatial scores (p = .0346), controlling for first grade visuospatial memory, first and fifth grade central executive scores, as well as all other predictors in the model."
Discussion¶
Learner Variables¶
- Spatial Ability — predictor: learners who differ on it differ in outcomes
Related Claims¶
- First grade visuospatial memory did not predict fifth grade mathematics achievement, but first grade central executive, intelligence, and in-class attentive behavior did — related
- Phonological memory gains disappeared when central executive was controlled, but visuospatial memory gains remained substantial, suggesting different underlying mechanisms — related
- Simultaneous (Mazes) visuospatial memory showed a trend predicting fifth grade mathematics while sequential (Block Recall) did not — related
- Visuospatial memory did not predict word reading achievement in any grade, providing a discriminative contrast with mathematics — related
- Visuo-spatial working memory and inhibition jointly predict mathematics performance in 9–10-year-old children — related
- Math achievement at the end of first grade is predicted by fluid intelligence, visuospatial working memory, and symbolic numerical representation — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
visuospatial-memory-gains-predict-fifth-grade-math |
title |
Children with larger first-to-fifth grade gains in visuospatial memory had higher fifth grade mathematics achievement, controlling for first grade visuospatial memory and other predictors |
description |
Children with larger first-to-fifth grade gains in visuospatial memory had higher fifth grade mathematics achievement, controlling for first grade visuospatial memory and other predictors |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — li-y-2013 |
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