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Giofré, D, Donolato, E and Mammarella, IC (2018) Verbal and visuospatial WM & academic achievement. Trends in Neuroscience and Education, 12. pp. 1-6. ISSN 2211-9493
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Giofrè, Donolato, Mammarella_2018_Verbal and visuospatial WM & academic achievement.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (535kB) | Preview |
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. © 2018
| Item Type: | Article |
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| Subjects: | B Philosophy. Psychology. Religion > BF Psychology R Medicine > RC Internal medicine > RC0321 Neuroscience. Biological psychiatry. Neuropsychiatry |
| Divisions: | Natural Sciences & Psychology (closed 31 Aug 19) |
| Publisher: | Elsevier |
| Date Deposited: | 20 Aug 2018 10:00 |
| Last Modified: | 04 Sep 2021 10:12 |
| DOI or ID number: | 10.1016/j.tine.2018.07.001 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/9104 |
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