The relationship among geometry, working memory, and intelligence in children
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Although geometry is one of the main areas of mathematical learning, the cognitive processes underlying geometry-related academic achievement have not been studied in detail. This study explored the relationship among working memory (WM), intelligence (g factor), and geometry in 176 typically developing children attending school in their fourth and fifth grades. Structural equation modeling showed that approximately 40% of the variance in academic achievement and in intuitive geometry (which is assumed to be independent of a person's cultural background) was explained by WM and the g factor. After taking intelligence and WM into account, intuitive geometry was no longer significantly related to academic achievement in geometry. We also found intuitive geometry to be closely related to fluid intelligence (as measured by Raven's colored progressive matrices) and reasoning ability, whereas academic achievement in geometry depended largely on WM. These results were confirmed by a series of regressions in which we estimated the contributions of WM, intelligence, and intuitive geometry to the unique and shared variance explaining academic achievement in geometry. Theoretical and educational implications of the relationship among WM, intelligence, and academic achievement in geometry are discussed.
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Later, verbal working memory is more implicated in reading performance and comprehension, while visuospatial working memory seems to be linked to more complex math achievement.
“Later on, verbal WM is more implicated in reading performance and comprehension (Peng et al., 2018a), while visuospatial WM seems to be linked to more complex math achievement (Giofrè et al., 2014; Caviola et al., 2020).”
From Executive Functions in Neurodevelopmental Disorders: Comorbidity Overlaps Between Attention Deficit and Hyperactivity Disorder and Specific Learning Disorders (2021) · cites this paper as Giofrè et al., 2014
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- Authors
- Giofrè, D., Mammarella, I. C., & Cornoldi, C.
- Affiliations
- University of Padua (IT)
- Corresponding author
- Giofrè, David
- Venue
- Journal of Experimental Child Psychology
- Publisher
- Elsevier BV
- Published
- 2014-07
- Volume
- 123
- Pages
- 112-128
- ISSN
- 0022-0965 (ISSN-L)
- OpenAlex
- W2000211020
- Cited by
- 70
- References
- 89
- Citations by year
- 2026: 3 · 2025: 5 · 2024: 6 · 2023: 14 · 2022: 5 · 2021: 11 · 2020: 5 · 2019: 3 · 2018: 4 · 2017: 6 · 2016: 4 · 2015: 1 · 2014: 2
- FWCI
- 4.58
- Type
- journal article
- Language
- en
- Open access
- Locations
- Journal of Experimental Child Psychology (publishedVersion)
- PubMed (publishedVersion)
- Liverpool John Moores University (submittedVersion)
- CINECA IRIS Institutial Research Information System (University of Genoa) (submittedVersion)
- Padua Research Archive (University of Padova) (submittedVersion)
- Topics
- Physical Sciences › Mathematics › Statistics and Probability › 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
- geometry, working memory, intelligence, fluid intelligence, academic performance, intuitive geometry, reasoning skills, children, mathematics learning, Coloured Progressive Matrices
- MeSH terms
- Achievement, Aptitude Tests, Child, Concept Formation, Female, Humans, Intelligence, Male, Memory, Short-Term, Models, Psychological, Pattern Recognition, Visual, Problem Solving, Intuition, Mathematical Concepts
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