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Visuospatial working memory in intuitive geometry, and in academic achievement in geometry

Giofré, D and Mammarella, IC and Ronconi, L and Cornoldi, C (2013) Visuospatial working memory in intuitive geometry, and in academic achievement in geometry. Learning and Individual Differences, 23. pp. 114-122. ISSN 1041-6080

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Giofrè, D., Mammarella, I. C., Ronconi, L., & Cornoldi, C. (2013). Visuospatial working memory in intuitive geometry, and in academic achieveme.pdf - Accepted Version
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Abstract

A study was conducted on the involvement of visuospatial working memory (VSWM) in intuitive geometry and in school performance in geometry at secondary school. A total of 166 pupils were administered: (1) six VSWM tasks, comprising simple storage and complex span tasks; and (2) the intuitive geometry task devised by Dehaene, Izard, Pica, and Spelke (2006), which distinguishes between core, presumably innate, and culturally-mediated principles of geometry; and (3) a task measuring academic achievement in geometry. Path analysis models showed that some VSWM components support culturally-mediated principles of geometry, whereas no VSWM component is related to the core principles of geometry. A complex VSWM task requiring the manipulation of visual information as well as core and culturally-mediated principles of geometry directly predicted academic achievement in geometry. Our results are discussed in terms of the role of VSWM in learning geometry.

Item Type: Article
Uncontrolled Keywords: 1303 Specialist Studies In Education, 1701 Psychology
Subjects: R Medicine > RC Internal medicine > RC0321 Neuroscience. Biological psychiatry. Neuropsychiatry
Divisions: Natural Sciences and Psychology
Publisher: Elsevier
Date Deposited: 21 Jan 2016 16:31
Last Modified: 21 Jan 2016 16:31
DOI or Identification number: 10.1016/j.lindif.2012.09.012
URI: http://researchonline.ljmu.ac.uk/id/eprint/2747

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