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Mengyu Tian; Yuzhu Ji; Runzhou Wang; Hong-Yan Bi – Journal of Learning Disabilities, 2025
A growing body of evidence suggests that children with dyslexia in alphabetic languages exhibit visual-spatial attention deficits that can obstruct reading acquisition by impairing their phonological decoding skills. However, it remains an open question whether these visual-spatial attention deficits are present in children with dyslexia in…
Descriptors: Foreign Countries, Dyslexia, Attention, Visual Perception
Giannis Karagiannakis; Marie-Pascale Noël; Anna Baccaglini-Frank; Cristiano Termine – Discover Education, 2024
By the end of primary school, children are expected to acquire a range of mathematical skills that progressively develop. This study aimed to gain insight into how a large number of numerical and geometrical measures are grouped and whether the structures shift or remain invariant along child's development based on the data obtained from a sample…
Descriptors: Mathematics Skills, Classification, Elementary School Students, Geometry
Hu, Qiong; Liang, Zhanhong; Zhou, Yanlin; Feng, Shanshan; Zhang, Qiong – British Journal of Educational Psychology, 2023
Background: Previous studies indicated that working memory (WM) updating and WM capacity play essential roles in mathematical ability. However, it is unclear whether WM capacity mediates the effect of WM updating on mathematics, and whether the cascading effects vary with different mathematical domains. Aims: The current study aims to explore the…
Descriptors: Short Term Memory, Mathematics Skills, Elementary School Students, Grade 1
Layes, Smail; Lalonde, Robert; Rebai, Mohamed – International Journal of Disability, Development and Education, 2023
Although the link between developmental dyslexia and visual-spatial deficit has been recurrently highlighted, the relationship between visual-spatial abilities and reading performance is still a controversial issue, considering the orthographic variability of the language being learned. This study aimed to examine whether visuo-spatial abilities…
Descriptors: Spatial Ability, Visual Perception, Phonological Awareness, Prediction
Li, Danfeng; Zhang, Xuejing; Zhang, Li – Journal of Learning Disabilities, 2023
Developmental dyscalculia (DD) is a mathematics learning disorder that affects approximately 5% to 7% of the population. This study aimed to detect the underlying domain-specific and domain-general differences between DD and typically developing (TD) children. We recruited 9-year-old primary school children to form the DD group via a 2-year…
Descriptors: Learning Disabilities, Mathematics Skills, Elementary School Students, Developmental Delays
Carretti, Barbara; Giofrè, David; Toffalini, Enrico; Cornoldi, Cesare; Pastore, Massimiliano; Lanfranchi, Silvia – Developmental Psychology, 2022
Several models of working memory (WM) have been proposed in the literature. Most of the research on the architecture of WM is based on adults or older children, but less is known about younger children. In this study, we tested various models of WM on a sample of 739 Italian children, ranging in age from 3 to 8 years, primarily of European…
Descriptors: Short Term Memory, Foreign Countries, Young Children, Age Differences
Liu, Saifang; Cheng, Chen; Wu, Peiqian; Zhang, Liming; Wang, Zhengjun; Wei, Wenjun; Chen, Yuan; Zhao, Jingjing – Journal of Learning Disabilities, 2022
A number of previous studies have identified cognitive deficits in developmental dyscalculia (DD). Yet, most of these studies were in alphabetic languages, whereas few of them examined Chinese DD. Here, we conducted a study aiming to determine the cognitive factors associated with DD in Chinese children. Five candidate cognitive factors of…
Descriptors: Foreign Countries, Learning Disabilities, Phonological Awareness, Spatial Ability
Allen, Katie; Giofrè, David – Educational Psychology, 2021
Despite evidence for the involvement of working memory in mathematics attainment, the understanding of its components relationship to individual areas of mathematics is somewhat restricted. This study aims to better understand this relationship. Two-hundred and fourteen year 3 children in the UK were administered tests of verbal and visuospatial…
Descriptors: Foreign Countries, Short Term Memory, Mathematics Achievement, Elementary School Students
Luona Wang; Qiaoping Zhang; Daner Sun – International Journal of Science and Mathematics Education, 2025
Augmented reality (AR) has the potential to enhance visual cognition through virtual object experimentation and practice, while also fostering spatial skills relevant to mathematics. This experimental study was conducted with 86 sixth graders in Eastern China, involving a 3-month AR integrated Mathematics Curriculum (ARiMC), with pre- and…
Descriptors: Technology Integration, Mathematics Curriculum, Elementary School Mathematics, Spatial Ability
Bigozzi, Lucia; Pezzica, Sara; Malagoli, Chiara – European Journal of Psychology of Education, 2021
Attention is an important, multifaceted cognitive domain that includes many key cognitive processes involved in learning. This study aimed to identify the predictive links between different components of attentional skills and core calculation skills development, using two standardized measures assessing calculation (AC-MT 6-11) and attention…
Descriptors: Attention, Cognitive Processes, Predictor Variables, Computation
Allen, Lucy; Dowker, Ann – International Electronic Journal of Elementary Education, 2022
We examined the role of visuo-spatial working memory in different types of arithmetic ability in children. Previous research had suggested that arithmetic is not a single entity (Dowker, 2005, 2015), and also that visuo-spatial working memory is specifically involved in mathematical cognition (McKenzie et al., 2003) There has, however, been little…
Descriptors: Visual Perception, Spatial Ability, Arithmetic, Elementary School Students
Liang, Zhanhong; Dong, Peiqi; Zhou, Yanlin; Feng, Shanshan; Zhang, Qiong – British Journal of Educational Psychology, 2022
Background: Previous research showed a significant association between mathematics and working memory (WM). However, evidence regarding the different effects of verbal and visuospatial WM on mathematical abilities was very limited. Aims: The current research aims to explore the relationship between verbal and visuospatial WM with mathematical…
Descriptors: Short Term Memory, Verbal Ability, Visual Perception, Spatial Ability
Ebrahimi, Leila; Pouretemad, Hamidreza; Stein, John; Alizadeh, Ebrahim; Khatibi, Ali – Annals of Dyslexia, 2022
Research has shown improved reading following visual magnocellular training in individuals with dyslexia. Many studies have demonstrated how the magnocellular pathway controls visual spatial attention. Therefore, we have investigated the relationship between magnocellular pathway and visual spatial attention deficits in dyslexia in order to better…
Descriptors: Reading Ability, Spatial Ability, Dyslexia, Visual Perception
Allen, Katie; Giofrè, David; Higgins, Steve; Adams, John – British Journal of Educational Psychology, 2020
Background: Work surrounding the relationship between visuospatial working memory (WM) and mathematics performance is gaining significant traction as a result of a focus on improving academic attainment. Aims: This study examined the relative contributions of verbal and visuospatial simple and complex WM measures to mathematics in primary school…
Descriptors: Short Term Memory, Visual Perception, Spatial Ability, Mathematics Achievement
Gray, Shelley I.; Levy, Roy; Alt, Mary; Hogan, Tiffany P.; Cowan, Nelson – Journal of Speech, Language, and Hearing Research, 2022
Purpose: The purpose of this study was to use an established model of working memory in children to predict an established model of word learning to determine whether working memory explained word learning variance over and above the contributions of expressive vocabulary and nonverbal IQ. Method: One hundred sixty-seven English-speaking second…
Descriptors: Short Term Memory, Vocabulary, Expressive Language, Intelligence