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Cited by 408Cognitive and developmental aspects of mathematical skillsCognitive Abilities and TestingDevelopmental and Educational Neuropsychology

The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.

Representation and working memory in early arithmetic

Rasmussen, Carmen, Bisanz, Jeffrey·2005·Journal of Experimental Child Psychology
DOI 10.1016/j.jecp.2005.01.004
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Abstract

Working memory has been implicated in the early acquisition of arithmetic skill, but the relations among different components of working memory, performance on different types of arithmetic problems, and development have not been explored. Preschool and Grade 1 children completed measures of phonological, visual-spatial, and central executive working memory, as well as nonverbal and verbal arithmetic problems, some of which included irrelevant information. For preschool children, accuracy was higher on nonverbal problems than on verbal problems, and the best and only unique predictor of performance on the standard nonverbal problems was visual-spatial working memory. This finding is consistent with the view that most preschoolers use a mental model for arithmetic that requires visual-spatial working memory. For Grade 1 children, performance was equivalent on nonverbal and verbal problems, and phonological working memory was the best predictor of performance on standard verbal problems. For both age groups, problems with added irrelevant information were substantially more difficult than standard problems, and in some cases measures of the central executive predicted performance. Assessing performance on different components of working memory in conjunction with different types of arithmetic problems provided new insights into the developing relations between working memory and how children do arithmetic.

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Metadata

Authors
Rasmussen, C., & Bisanz, J.
Affiliations
University of Alberta (CA)
Corresponding author
Rasmussen, Carmen
ORCID
Venue
Journal of Experimental Child Psychology
Publisher
Elsevier BV
Published
2005-06
Volume
91
Issue
2
Pages
137-157
ISSN
0022-0965 (ISSN-L)
DOI
10.1016/j.jecp.2005.01.004
OpenAlex
W2020001059
Cited by
408
References
55
Citations by year
2026: 5 · 2025: 11 · 2024: 7 · 2023: 11 · 2022: 44 · 2021: 22 · 2020: 16 · 2019: 21 · 2018: 31 · 2017: 23 · 2016: 35 · 2015: 22 · 2014: 33 · 2013: 27 · 2012: 19
FWCI
8.98
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Journal of Experimental Child Psychology (publishedVersion)
  • PubMed (publishedVersion)
Funders
Natural Sciences and Engineering Research Council of Canada
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords
working memory, early arithmetic, arithmetic problem solving, visuospatial working memory, phonological working memory, central executive, preschool children, first grade students, verbal arithmetic problems, irrelevant information, mental models, cognitive development
MeSH terms
Child, Child, Preschool, Cognition, Female, Humans, Male, Mathematics, Memory, Phonetics

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