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Working memory predictors of mathematics across the middle primary school years

机译：中小学岁月数学的工作记忆预测因素

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Background Work surrounding the relationship between visuospatial working memory (WM) and mathematics performance is gaining significant traction as a result of a focus on improving academic attainment. Aims This study examined the relative contributions of verbal and visuospatial simple and complex WM measures to mathematics in primary school children aged 6-10 years. Sample A sample of 111 children in years 2-5 were assessed (M-age = 100.06 months, SD = 14.47). Method Children were tested individually on all memory measures, followed by a separate mathematics testing session as a class group in the same assessment wave. Results and Conclusions Results revealed an age-dependent relationship, with a move towards visuospatial influence in older children. Further analyses demonstrated that backward word span and backward matrices contributed unique portions of variance of mathematics, regardless of the regression model specified. We discuss possible explanations for our preliminary findings in relation to the existing literature alongside their implications for educators and further research.
机译：背景技术围绕探测工作记忆（WM）与数学绩效之间的关系，这是由于重点改善学术达到的结果。目的本研究审查了6 - 10岁的小学生数学对数学的相对贡献。评估2-5年2月2日儿童的样品（M-岁= 100.06个月，SD = 14.47）。方法儿童在所有内存措施上单独测试，然后在同一评估波中作为类组单独的数学测试会话。结果和结论结果揭示了一个年龄依赖关系，迈向老年儿童的探测空间影响。进一步分析证明，后向字跨度和后向矩阵贡献了数学的独特方差部分，无论指定的回归模型如何。我们讨论了我们对现有文献的初步调查结果的可能解释，以及他们对教育工作者的影响和进一步研究的影响。

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