The Relationship between Visuospatial Working Memory and Mathematical Performance in School-Aged Children: a Systematic Review
Author:
Funder
University of Durham
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology
Link
http://link.springer.com/article/10.1007/s10648-019-09470-8/fulltext.html
Reference77 articles.
1. *Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J. (2009). The cognitive and behavioral characteristics of children with low working memory. Child Development, 80(2), 606–621.
2. *Alloway, T. P., & Passolunghi, M. C. (2011). The relationship between working memory, IQ and mathematical skills in children. Learning and Individual Differences, 21(1), 133–137. https://doi.org/10.1016/j.lindif.2010.09.013
3. *Andersson, U. (2008). Working memory as a predictor of written arithmetical skills in children: the importance of central executive functions. British Journal of Educational Psychology, 78(2), 181–203. https://doi.org/10.1348/000709907X209854
4. *Andersson, U., & Lyxell, B. (2007). Working memory deficit in children with mathematical difficulties: a general or specific deficit? Journal of Experimental Child Psychology, 96(3), 197–228. https://doi.org/10.1016/j.jecp.2006.10.001
5. *Ashkenazi, S., Rosenberg-Lee, M., Metcalfe, A. W. S., Swigart, A. G., & Menon, V. (2013). Visuo–spatial working memory is an important source of domain-general vulnerability in the development of arithmetic cognition. Neuropsychologia, 51(11), 2305–2317. https://doi.org/10.1016/j.neuropsychologia.2013.06.031
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