Tags

Type your tag names separated by a space and hit enter

Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathematical achievement at age 7 years.
Dev Neuropsychol. 2008; 33(3):205-28.DN

Abstract

This study examined whether measures of short-term memory, working memory, and executive functioning in preschool children predict later proficiency in academic achievement at 7 years of age (third year of primary school). Children were tested in preschool (M age = 4 years, 6 months) on a battery of cognitive measures, and mathematics and reading outcomes (from standardized, norm-referenced school-based assessments) were taken on entry to primary school, and at the end of the first and third year of primary school. Growth curve analyses examined predictors of math and reading achievement across the duration of the study and revealed that better digit span and executive function skills provided children with an immediate head start in math and reading that they maintained throughout the first three years of primary school. Visual-spatial short-term memory span was found to be a predictor specifically of math ability. Correlational and regression analyses revealed that visual short-term and working memory were found to specifically predict math achievement at each time point, while executive function skills predicted learning in general rather than learning in one specific domain. The implications of the findings are discussed in relation to further understanding the role of cognitive skills in different mathematical tasks, and in relation to the impact of limited cognitive skills in the classroom environment.

Authors+Show Affiliations

School of Psychology, University of Aberdeen, Aberdeen, United Kingdom. r.bull@abdn.ac.ukNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

18473197

Citation

Bull, Rebecca, et al. "Short-term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years." Developmental Neuropsychology, vol. 33, no. 3, 2008, pp. 205-28.
Bull R, Espy KA, Wiebe SA. Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathematical achievement at age 7 years. Dev Neuropsychol. 2008;33(3):205-28.
Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33(3), 205-28. https://doi.org/10.1080/87565640801982312
Bull R, Espy KA, Wiebe SA. Short-term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years. Dev Neuropsychol. 2008;33(3):205-28. PubMed PMID: 18473197.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathematical achievement at age 7 years. AU - Bull,Rebecca, AU - Espy,Kimberly Andrews, AU - Wiebe,Sandra A, PY - 2008/5/14/pubmed PY - 2008/6/18/medline PY - 2008/5/14/entrez SP - 205 EP - 28 JF - Developmental neuropsychology JO - Dev Neuropsychol VL - 33 IS - 3 N2 - This study examined whether measures of short-term memory, working memory, and executive functioning in preschool children predict later proficiency in academic achievement at 7 years of age (third year of primary school). Children were tested in preschool (M age = 4 years, 6 months) on a battery of cognitive measures, and mathematics and reading outcomes (from standardized, norm-referenced school-based assessments) were taken on entry to primary school, and at the end of the first and third year of primary school. Growth curve analyses examined predictors of math and reading achievement across the duration of the study and revealed that better digit span and executive function skills provided children with an immediate head start in math and reading that they maintained throughout the first three years of primary school. Visual-spatial short-term memory span was found to be a predictor specifically of math ability. Correlational and regression analyses revealed that visual short-term and working memory were found to specifically predict math achievement at each time point, while executive function skills predicted learning in general rather than learning in one specific domain. The implications of the findings are discussed in relation to further understanding the role of cognitive skills in different mathematical tasks, and in relation to the impact of limited cognitive skills in the classroom environment. SN - 1532-6942 UR - https://www.unboundmedicine.com/medline/citation/18473197/Short_term_memory_working_memory_and_executive_functioning_in_preschoolers:_longitudinal_predictors_of_mathematical_achievement_at_age_7_years_ L2 - http://www.tandfonline.com/doi/full/10.1080/87565640801982312 DB - PRIME DP - Unbound Medicine ER -