The role of working memory updating and capacity in children's mathematical abilities: A developmental cascade model

Abstract

AbstractBackgroundPrevious 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.AimsThe current study aims to explore the longitudinal mediating role of WM capacity between WM updating and mathematical performance, and how the relations change with the age and domains.SampleA total of 131 Chinese first‐graders participated the study.MethodsParticipants were required to complete tasks on WM updating and WM capacity in Grade 1 and Grade 2, as well as paper‐and‐pencil tests on mathematics achievement in Grade 3. The role of WM updating and capacity in the development of pupil's mathematical achievement was examined.ResultsResults revealed that verbal WM updating in Grade 1 predicted basic arithmetic and logical‐visuospatial ability in Grade 3 via its cascading effect on verbal WM capacity in Grade 2. Moreover, visuospatial WM updating in Grade 1 predicted visuospatial WM capacity in Grade 2. Visuospatial WM capacity in Grade 1 predicted logical‐visuospatial ability in Grade 3 instead of basic arithmetic ability in Grade 3.ConclusionsThe findings suggested that WM updating exerts effect on pupil's mathematical performance via WM capacity, meanwhile, this effect depends on children's mathematics domain.