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Verbal and visuospatial WM & academic achievement

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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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
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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