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The differential role of verbal and visuospatial working memory in mathematics and reading | | David Giofrè
; Enrica Donolato
; Irene C. Mammarella
; | | Date: |
1 Jan 2022 | | Abstract: | Objectives: Several studies have focused on the role of working memory (WM)
in predicting mathematical and reading literacy. Alternative models of WM have
been proposed and a modality-dependent model of WM, distinguishing between
verbal and visuospatial WM modalities, has been advanced. In addition, the
relationship between verbal and visuospatial WM and academic achievement has
not been extensively and consistently studied, especially when it comes to
distinguishing between mathematical and reading tasks. Method: In the present
study, we tested a large group of middle school children in several measures of
WM, and in mathematical and reading tasks. Results: Confirmatory factor
analyses showed that verbal and visuospatial WM can be differentiated and that
these factors have a different predictive power in explaining unique portions
of variance in reading and mathematics. Conclusions: Our findings point to the
importance of distinguishing between WM modalities in evaluating the
relationship between mathematics and reading. | | Source: | arXiv, 2201.00164 | | Services: | Forum | Review | PDF | Favorites | |
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