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Direct linkSwanson, H. Lee; Fung, Wenson – Journal of Educational Psychology, 2016
This study determined the working memory (WM) components (executive, phonological short-term memory [STM], and visual-spatial sketchpad) that best predicted mathematical word problem-solving accuracy in elementary schoolchildren (N = 392). The battery of tests administered to assess mediators between WM and problem-solving included measures of…
Descriptors: Short Term Memory, Problem Solving, Accuracy, Phonology
Vukovic, Rose K.; Lesaux, Nonie K. – Journal of Experimental Child Psychology, 2013
This longitudinal study examined how language ability relates to mathematical development in a linguistically and ethnically diverse sample of children from 6 to 9 years of age. Study participants were 75 native English speakers and 92 language minority learners followed from first to fourth grades. Autoregression in a structural equation modeling…
Descriptors: Longitudinal Studies, Mathematics, Language, Children
LeFevre, Jo-Anne; Berrigan, Lindsay; Vendetti, Corrie; Kamawar, Deepthi; Bisanz, Jeffrey; Skwarchuk, Sheri-Lynn; Smith-Chant, Brenda L. – Journal of Experimental Child Psychology, 2013
We examined the role of executive attention, which encompasses the common aspects of executive function and executive working memory, in children's acquisition of two aspects of mathematical skill: (a) knowledge of the number system (e.g., place value) and of arithmetic procedures (e.g., multi-digit addition) and (b) arithmetic fluency (i.e.,…
Descriptors: Arithmetic, Number Concepts, Number Systems, Executive Function
