The DOI matches its Crossref record; 99 of the 99 references it cites were found in a registry or an index.
The development of strategy use in elementary school children: Working memory and individual differences
Open accessAbstract
The current study tested the development of working memory involvement in children's arithmetic strategy selection and strategy efficiency. To this end, an experiment in which the dual-task method and the choice/no-choice method were combined was administered to 10- to 12-year-olds. Working memory was needed in retrieval, transformation, and counting strategies, but the ratio between available working memory resources and arithmetic task demands changed across development. More frequent retrieval use, more efficient memory retrieval, and more efficient counting processes reduced the working memory requirements. Strategy efficiency and strategy selection were also modified by individual differences such as processing speed, arithmetic skill, gender, and math anxiety. Short-term memory capacity, in contrast, was not related to children's strategy selection or strategy efficiency.
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Cites
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InfluentialThe relationships among working memory, math anxiety, and performance
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Mathematics and Learning Disabilities
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Raghubar, K. P., Barnes, M. A., & Hecht, S. A. (2010) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.10.005 · Cited by 975
Is 2+2=4? Meta-analyses of brain areas needed for numbers and calculations
Arsalidou, M., & Taylor, M. J. (2010) · NeuroImage · doi:10.1016/j.neuroimage.2010.10.009 · Cited by 832
Anxiety and working memory capacity: A meta-analysis and narrative review.
Moran, T. P. (2016) · Psychological Bulletin · doi:10.1037/bul0000051 · Cited by 776
Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework
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A meta-analysis of the relation between math anxiety and math achievement
Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021) · Psychological Bulletin · doi:10.1037/bul0000307 · Cited by 614
Metadata
- Authors
- Imbo, I., & Vandierendonck, A.
- Affiliations
- Ghent University (BE)
- Corresponding author
- Imbo, Ineke
- Venue
- Journal of Experimental Child Psychology
- Publisher
- Elsevier BV
- Published
- 2007-04
- Volume
- 96
- Issue
- 4
- Pages
- 284-309
- ISSN
- 0022-0965 (ISSN-L)
- OpenAlex
- W2126563085
- Cited by
- 244
- References
- 96
- Citations by year
- 2026: 9 · 2025: 3 · 2024: 14 · 2023: 13 · 2022: 11 · 2021: 20 · 2020: 9 · 2019: 11 · 2018: 11 · 2017: 20 · 2016: 14 · 2015: 17 · 2014: 19 · 2013: 23 · 2012: 17
- FWCI
- 4.07
- Type
- journal article
- Language
- en
- Open access
- green
- biblio.ugent.be
- Licence
- Locations
- Journal of Experimental Child Psychology (publishedVersion)
- PubMed (publishedVersion)
- Ghent University Academic Bibliography (Ghent University) (submittedVersion, other-oa)
- Funders
- Universiteit Gent
- Bijzonder Onderzoeksfonds UGent
- 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 › Education › Mathematics Education and Pedagogy
- Keywords
- working memory, strategy selection, strategy efficiency, elementary school students, cognitive development, individual differences, processing speed, mathematics anxiety, gender differences, short-term memory capacity, retrieval strategies, counting strategies, transformation strategy
- MeSH terms
- Age Factors, Analysis of Variance, Anxiety, Belgium, Child, Child Development, Cognition, Female, Higher Nervous Activity, Humans, Male, Mathematics, Memory, Memory, Short-Term, Models, Psychological, Problem Solving, Reaction Time, Sex Factors
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