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Giofré, D, Mammarella, IC, 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 Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (473kB) | Preview |
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 & Psychology (closed 31 Aug 19) |
| Publisher: | Elsevier |
| Date Deposited: | 21 Jan 2016 16:31 |
| Last Modified: | 26 Apr 2022 14:04 |
| DOI or ID number: | 10.1016/j.lindif.2012.09.012 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/2747 |
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