The underlying structure of visuospatial working memory in children with mathematical learning disability
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...
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| Published in | British journal of developmental psychology Vol. 36; no. 2; pp. 220 - 235 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
England
Wiley Subscription Services, Inc
01.06.2018
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| Subjects | |
| Online Access | Get full text |
| ISSN | 0261-510X 2044-835X 2044-835X |
| DOI | 10.1111/bjdp.12202 |
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| 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.
Statement of Contribution
What is already known on this subject?
Working memory plays an important role in mathematical achievement.
Children with mathematical learning disability (MLD) usually have low working memory resources.
Conflicting results have been reported concerning the role of VSWM in individuals with MLD.
What the present study adds?
Children with different degree of impairment in math achievement and typically developing children were tested.
Visual, spatial‐sequential, and spatial‐simultaneous working memory tasks were examined.
Only spatial‐sequential and spatial‐simultaneous working memory tasks discriminated the two impairments groups. |
|---|---|
| AbstractList | 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. Statement of Contribution What is already known on this subject? Working memory plays an important role in mathematical achievement. Children with mathematical learning disability (MLD) usually have low working memory resources. Conflicting results have been reported concerning the role of VSWM in individuals with MLD. What the present study adds? Children with different degree of impairment in math achievement and typically developing children were tested. Visual, spatial-sequential, and spatial-simultaneous working memory tasks were examined. Only spatial-sequential and spatial-simultaneous working memory tasks discriminated the two impairments groups.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. Statement of Contribution What is already known on this subject? Working memory plays an important role in mathematical achievement. Children with mathematical learning disability (MLD) usually have low working memory resources. Conflicting results have been reported concerning the role of VSWM in individuals with MLD. What the present study adds? Children with different degree of impairment in math achievement and typically developing children were tested. Visual, spatial-sequential, and spatial-simultaneous working memory tasks were examined. Only spatial-sequential and spatial-simultaneous working memory tasks discriminated the two impairments groups. 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. Statement of Contribution What is already known on this subject? Working memory plays an important role in mathematical achievement. Children with mathematical learning disability (MLD) usually have low working memory resources. Conflicting results have been reported concerning the role of VSWM in individuals with MLD. What the present study adds? Children with different degree of impairment in math achievement and typically developing children were tested. Visual, spatial‐sequential, and spatial‐simultaneous working memory tasks were examined. Only spatial‐sequential and spatial‐simultaneous working memory tasks discriminated the two impairments groups. 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.Statement of ContributionWhat is already known on this subject?Working memory plays an important role in mathematical achievement.Children with mathematical learning disability (MLD) usually have low working memory resources.Conflicting results have been reported concerning the role of VSWM in individuals with MLD.What the present study adds?Children with different degree of impairment in math achievement and typically developing children were tested.Visual, spatial‐sequential, and spatial‐simultaneous working memory tasks were examined.Only spatial‐sequential and spatial‐simultaneous working memory tasks discriminated the two impairments groups. 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. Statement of Contribution What is already known on this subject? Working memory plays an important role in mathematical achievement. Children with mathematical learning disability (MLD) usually have low working memory resources. Conflicting results have been reported concerning the role of VSWM in individuals with MLD. What the present study adds? Children with different degree of impairment in math achievement and typically developing children were tested. Visual, spatial-sequential, and spatial-simultaneous working memory tasks were examined. Only spatial-sequential and spatial-simultaneous working memory tasks discriminated the two impairments groups. |
| Author | Giofrè, David Mammarella, Irene C. Szűcs, Dénes Caviola, Sara |
| Author_xml | – sequence: 1 givenname: Irene C. orcidid: 0000-0002-6986-4793 surname: Mammarella fullname: Mammarella, Irene C. email: irene.mammarella@unipd.it organization: University of Padova – sequence: 2 givenname: Sara surname: Caviola fullname: Caviola, Sara organization: University of Cambridge – sequence: 3 givenname: David surname: Giofrè fullname: Giofrè, David organization: Liverpool John Moores University – sequence: 4 givenname: Dénes surname: Szűcs fullname: Szűcs, Dénes organization: University of Cambridge |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/28833308$$D View this record in MEDLINE/PubMed |
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| Keywords | visuospatial working memory developmental dyscalculia mathematical learning disability low mathematics achievement |
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| SubjectTerms | Academic Success Achievement Child Computerization Confidence intervals Decoding developmental dyscalculia Dyscalculia - physiopathology Female Humans Learning disabilities low mathematics achievement Male mathematical learning disability Mathematics Memory, Short-Term - physiology Short term memory Space Perception - physiology Spatial memory Spatial Memory - physiology Statistical significance Verbal intelligence Visual memory Visual Perception - physiology visuospatial working memory |
| Title | The underlying structure of visuospatial working memory in children with mathematical learning disability |
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