This study examined visual, spatial‐sequential, and spatial‐simultaneous working memory (WM) performance in children with mathematical learning disability (MLD) and low mathematics achievement (LMA) compared with typically developing (TD) children. Groups were matched on reading decoding performance and verbal intelligence. Besides statistical significance testing, we used bootstrap confidence interval estimation and computed effect sizes. Children were individually tested with six computerized tasks, two for each visuospatial WM subcomponent. We found that both MLD and LMA children had low visuospatial WM function in both spatial‐simultaneous and spatial‐sequential WM tasks. The WM deficit was most expressed in MLD children and less in LMA children. This suggests that WM scores are distributed along a continuum with TD children achieving top scores and MLD children achieving low scores. The theoretical and practical significance of findings is discussed.

The underlying structure of visuospatial working memory in children with mathematical learning disability

Mammarella, Irene C.
Conceptualization
;
Caviola, Sara
Membro del Collaboration Group
;
Giofrè, David
Formal Analysis
;
Szűcs, Dénes
Conceptualization
2018

Abstract

This study examined visual, spatial‐sequential, and spatial‐simultaneous working memory (WM) performance in children with mathematical learning disability (MLD) and low mathematics achievement (LMA) compared with typically developing (TD) children. Groups were matched on reading decoding performance and verbal intelligence. Besides statistical significance testing, we used bootstrap confidence interval estimation and computed effect sizes. Children were individually tested with six computerized tasks, two for each visuospatial WM subcomponent. We found that both MLD and LMA children had low visuospatial WM function in both spatial‐simultaneous and spatial‐sequential WM tasks. The WM deficit was most expressed in MLD children and less in LMA children. This suggests that WM scores are distributed along a continuum with TD children achieving top scores and MLD children achieving low scores. The theoretical and practical significance of findings is discussed.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11577/3278286
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