Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19155
Title: 
Developmental changes in working memory, updating, and math achievement
Authors: 
Keywords: 
Executive functioning
Academic performance
Working memory
Updating
Math
Issue Date: 
2016
Citation: 
Lee, K., & Bull, R. (2016). Developmental changes in working memory, updating, and math achievement. Journal of Educational Psychology, 108(6), 869-882. http://dx.doi.org/10.1037/edu0000090
Abstract: 
Children with higher working memory or updating (WMU) capacity perform better in math. What is less clear is whether and how this relation varies with grade. Children (N = 673, kindergarten to Grade 9) participated in a four-year cross-sequential study. Data from three WMU (Listening Recall, Mr. X, and an updating task) and a standardised math task (Numerical Operations) showed strong cross-sectional correlations at each of the ten grades, but particularly at Grades 1 and 2. Cross-lagged autoregressive analysis showed invariance in the predictive relations between WMU and subsequent math performance, but the importance of domain-specific knowledge increased with grade. Latent growth modelling showed that higher WMU capacity at kindergarten predicted higher math growth rates, averaged across all grades, but WMU growth rate was invariant across grades. SES, but not gender, explained variance in WMU at kindergarten. Implications for WM training are discussed.
Description: 
This is the original draft, prior to peer-review, of a manuscript published in Journal of Educational Psychology. The published version is available online at http://dx.doi.org/10.1037/edu0000090
URI: 
ISSN: 
0022-0663 (print)
1939-2176 (online)
Other Identifiers: 
10.1037/edu0000090
Appears in Collections:Journal Articles

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