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The Relationship Between Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties.
Abstract
This study identified cognitive processes that underlie individual differences in working memory (WM) and mathematical problem-solution accuracy in elementary school children at risk and not at risk for serious math difficulties (SMD). A battery of tests was administered that assessed problem solving, achievement, and cognitive processing in children in first (N = 130), second (N = 92) and third grades (N = 131). The results were that (a) younger children and children at risk for SMD performed poorer on WM and problem-solving tasks, as well as measures of math calculation, reading, semantic processing, phonological processing, and inhibition, than older children and children not at risk for SMD and (b) WM predicted solution accuracy of word problems independent of measures of fluid intelligence, reading skill, math skill, knowledge of algorithms, phonological processing, semantic processing, speed, short-term memory, and inhibition. The results support the notion that the executive system is an important predictor of children's problem solving.
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“The independence of the working memory association with severity of learning difficulties from phonological processing skills is also consistent with other findings from studies of children with learning difficulties (e.g., Swanson & Beebe-Frankenberger, 2004).”
From Working memory in children with reading disabilities (2006) · cites this paper as Swanson & Beebe-Frankenberger, 2004
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“The children’s adaptation of Daneman and Carpenter’s (1980) listening sentence span task was administered (Swanson & Beebe-Frankenberger, 2004).”
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Chan, W. W. L., Au, T. K.-F., & Tang, J. (2013) · Learning and Instruction · doi:10.1016/j.learninstruc.2013.09.001 · Cited by 103
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BackgroundSkagerlund, K., Östergren, R., Västfjäll, D., & Träff, U. (2019) · PLoS ONE · doi:10.1371/journal.pone.0211283 · Cited by 133
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Alloway, T., & Copello, E. (2013) · The Australian Educational and Developmental Psychologist · doi:10.1017/edp.2013.13 · Cited by 77
“Intypicallydeveloping children, scores on working memory tasks predict reading achievement independently of measures of phonological awareness (Swanson & Beebe-Frankenberger, 2004).”
BackgroundNovak, E., & Tassell, J. L. (2017) · Learning and Individual Differences · doi:10.1016/j.lindif.2017.01.005 · Cited by 127
Träff, U. (2013) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2013.04.007 · Cited by 97
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de Abreu, P. E., Abreu, N., Nikaedo, C. C., Puglisi, M. L., Neto, C. J. T. D. A., Miranda, M. ́. C., Befi‐Lopes, D. M., Bueno, O. F. A., & Martin, R. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00550 · Cited by 110
“According to Swanson and colleagues (Swanson and Saez, 2003; Swanson and Beebe-Frankenberger, 2004), working memory and scholastic achievement are related because greater working memory resources facilitate active maintainance of information and the integration of this with recent input and past…”
BackgroundA meta-analysis of the relation between RAN and mathematics.
Koponen, T. K., Georgiou, G. K., Salmi, P., Leskinen, M., & Aro, M. T. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000182 · Cited by 105
Verbal and visual-spatial working memory: What develops over a life span?
Swanson, H. L. (2017) · Developmental Psychology · doi:10.1037/dev0000291 · Cited by 103
“…in WM in the present study, some work that includes children with reading problems and math problems suggests that WM significantly predicts achievement even after the influence of articulation speed is partialed from the analysis (Swanson & Ashbaker, 2000; Swanson & Beebe-Frankenberger, 2004).”
MethodSelf-citationPowell, S. R., & Fuchs, L. S. (2010) · Journal of Educational Psychology · doi:10.1037/a0018447 · Cited by 87
D'Amico, A., & Passolunghi, M. (2009) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.01.001 · Cited by 87
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“This may occur as the children struggle to hold and integrate information from their long-term memories while also trying to process and make inferences about assigned texts (Locascio, Mahone, Eason, & Cutting, 2010; Swanson & Beebe-Frankenberger, 2004).”
BackgroundExecutive function and early reading skills
Foy, J. G., & Mann, V. A. (2012) · Reading and Writing · doi:10.1007/s11145-012-9376-5 · Cited by 102
Computational Fluency Performance Profile of High School Students With Mathematics Disabilities
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Peters, L., Bulthé, J., Daniëls, N., de Beeck, H. O., & Smedt, B. D. (2018) · NeuroImage Clinical · doi:10.1016/j.nicl.2018.03.003 · Cited by 83
“Research has shown that working memory is affected in both dyscalculia (Swanson and Beebe-Frankenberger, 2004) and dyslexia (Smith-Spark and Fisk, 2007).”
Swanson, H. L., Lussier, C. M., & Orosco, M. J. (2013) · Journal of Learning Disabilities · doi:10.1177/0022219413498771 · Cited by 83
Self-citationHow common are WM deficits in children with difficulties in reading and mathematics?
Gathercole, S. E., CALM Team, Woolgar, F., Kievit, R., Astle, D. E., Manly, T., & Holmes, J. (2016) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2016.07.013 · Cited by 84
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Drigas, A. S., & Pappas, M. A. (2015) · International Journal of Engineering Pedagogy (iJEP) · doi:10.3991/ijep.v5i3.4735 · Cited by 81
Universal Screening in Mathematics for the Primary Grades: Beginnings of a Research Base
Gersten, R. M., Clarke, B., Jordan, N. C., Newman-Gonchar, R., Haymond, K. S., & Wilkins, C. (2012) · Exceptional Children · doi:10.1177/001440291207800403 · Cited by 81
“Contemporary research consistently demonstrates the importance of working memory (Baker et al., 2002; Locuniak & Jordan, 2008; Swanson & Beebe-Frankenberger, 2004) in understanding mathematical proficiency at many different age levels.”
BackgroundVisual form perception is fundamental for both reading comprehension and arithmetic computation
Cui, J., Zhang, Y., Wan, S., Chen, C., Zeng, J., & Zhou, X. (2019) · Cognition · doi:10.1016/j.cognition.2019.03.014 · Cited by 83
Seethaler, P. M., Fuchs, L. S., Star, J. R., & Bryant, J. D. (2011) · Learning and Individual Differences · doi:10.1016/j.lindif.2011.05.002 · Cited by 80
“Although working memory is related both to computation and word-problem skill (Fuchs et al., 2006; Swanson, 2006; Swanson & Beebe-Frankenburger, 2004), word-problem proficiency, but not whole-number calculation skill, appears to be uniquely predicted by concept formation, nonverbal reasoning, sight…”
BackgroundJitendra, A. K., Rodriguez, M. C., Kanive, R., Huang, J.-P., Church, C., Corroy, K. A., & Zaslofsky, A. F. (2012) · Learning Disability Quarterly · doi:10.1177/0731948712457561 · Cited by 80
“Understanding and solving story or word problems (WPs) not only requires selecting and applying strategies but also understanding the “words, phrases, sentences, and propositions” to generate a “coherent and meaningful interpretation of word problems” (Swanson & Beebe-Frankenberger, 2004, p. 471).”
BackgroundChing, B. H.-H. (2017) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2017.06.006 · Cited by 81
Standardization and adult norms for the sequential subtracting tasks of serial 3’s and 7’s
Bristow, T., Jih, C.-S., Slabich, A., & Gunn, J. (2016) · Applied Neuropsychology Adult · doi:10.1080/23279095.2016.1179504 · Cited by 78
“Swanson and Beebe-Frankenberger (2004) research supported Baddeley’s and Loggie’s findings that working memory is reliant upon and activates knowledge from long-term memory.”
Jordan, J., Mulhern, G., & Wylie, J. (2009) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2009.01.011 · Cited by 76
Swanson, H. L., Orosco, M. J., Lussier, C. M., Gerber, M. M., & Guzman-Orth, D. A. (2011) · Journal of Educational Psychology · doi:10.1037/a0024578 · Cited by 80
Self-citationTwo systems of reasoning: architecture and relation to emotion
Darlow, A., & Sloman, S. A. (2010) · Wiley Interdisciplinary Reviews Cognitive Science · doi:10.1002/wcs.34 · Cited by 75
Cognitive and Emotional Factors in Children with Mathematical Learning Disabilities
Passolunghi, M. (2011) · International Journal of Disability Development and Education · doi:10.1080/1034912x.2011.547351 · Cited by 71
“Furthermore, it is in line with findings that processing speed is lower in children with MLD (D’Amico & Passolunghi, 2009; Swanson & Beebe-Frankenberger, 2004).”
MethodResultRoles for software technologies in advancing research and theory in educational psychology
Hadwin, A. F., Winne, P. H., & Nesbit, J. C. (2005) · British Journal of Educational Psychology · doi:10.1348/000709904x19263 · Cited by 71
“…response time and eye fixations Working memory, a processing resource of limited capacity that holds information and simultaneously processes it (Swanson & Beebe-Frankenberger, 2004), has received 1 We use the symbol / to represent ‘or’ and * to represent a wildcard search that looks for all…”
BackgroundCognitive Backgrounds of Problem Solving: A Comparison of Open-ended vs. Closed Mathematics Problems
Bahar, K., & Maker, C. J. (2015) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.12973/eurasia.2015.1410a · Cited by 83
A comparison of working memory profiles in children with ADHD and DCD
Alloway, T. P. (2011) · Child Neuropsychology · doi:10.1080/09297049.2011.553590 · Cited by 78
“In typically developing children, scores on working memory tasks predict reading achievement independently of measures of phonological skills (Swanson & Beebe-Frankenberger, 2004).”
BackgroundVukovic, R. K. (2012) · Exceptional Children · doi:10.1177/001440291207800302 · Cited by 70
“The publisher reports reliability between .79 and .84; Swanson and Beebe-Frankenberger (2004) report a Cronbach’s alpha of .84 for a similar sample.”
BackgroundResultInfluence of Self-Regulation on the Development of Children’s Number Sense
İvrendi̇, A. (2011) · Early Childhood Education Journal · doi:10.1007/s10643-011-0462-0 · Cited by 69
Schäfer, J., Reuter, T., Leuchter, M., & Karbach, J. (2024) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2024.105962 · Cited by 107
Brunner, M. (2008) · Learning and Individual Differences · doi:10.1016/j.lindif.2007.08.005 · Cited by 71
Murphy, M. M., & Mazzocco, M. M. M. (2008) · Journal of Learning Disabilities · doi:10.1177/0022219407311038 · Cited by 67
“For example, multidigit calculations require remembering and tracking the procedures needed to solve the problem as well as the ability to perform the calculations (e.g., Swanson & Beebe-Frankenberger, 2004).”
MethodThe differential role of verbal and visuospatial working memory in mathematics and reading
Giofrè, D., Donolato, E., & Mammarella, I. C. (2018) · Trends in Neuroscience and Education · doi:10.1016/j.tine.2018.07.001 · Cited by 68
Survey on Individual Differences in Visualization
Liu, Z., Crouser, R. J., & Ottley, A. (2020) · Computer Graphics Forum · doi:10.1111/cgf.14033 · Cited by 76
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Nouchi, R., & Kawashima, R. (2014) · Advances in Neuroscience · doi:10.1155/2014/235479 · Cited by 74
“Previous studies have demonstrated that higher cognitive functions in children and young adults are positively correlated with higher academic achievements [12–17].”
BackgroundWorking memory components and problem-solving accuracy: are there multiple pathways?
Swanson, H. L., & Fung, W. W. (2016) · Journal of Educational Psychology · doi:10.1037/edu0000116 · Cited by 63
Self-citationWang, A. Y., Fuchs, L. S., & Fuchs, D. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.10.015 · Cited by 63
“Previous studies on individual differences have demonstrated the critical role of workingmemory in integrating information during problem solving (e.g., LeBlanc & Weber-Russell, 1996; Swanson & Beebe-Frankenberger, 2004; Swanson & Sachse-Lee, 2001).”
InfluentialSwanson, H. L., Lussier, C. M., & Orosco, M. J. (2013) · Learning Disabilities Research and Practice · doi:10.1111/ldrp.12019 · Cited by 61
“The inter-correlations among the processing measures exceeded .45 and the re-ported Cronbach Alpha reliabilities are greater than .88 (Swanson & Beebe-Frankenberger, 2004).”
BackgroundMethodInfluentialSelf-citationDoes understanding relational terminology mediate effects of intervention on compare word problems?
Schumacher, R. F., & Fuchs, L. S. (2012) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2011.12.001 · Cited by 60
“…whether the cognitive resources associated with word-problem development, such as working memory, oral language ability, or nonverbal reasoning ability (e.g., Fuchs, Geary, et al., 2010a, 2010b; Swanson & Beebe-Frankenberger, 2004), moderate efficacy of these different instructional approaches.”
BackgroundGender differences in mathematics: Does the story need to be rewritten?
Brunner, M., Krauß, S., & Kunter, M. (2007) · Intelligence · doi:10.1016/j.intell.2007.11.002 · Cited by 69
The contribution of working memory capacity to foreign language comprehension in children
Andersson, U. (2010) · Memory · doi:10.1080/09658211003762084 · Cited by 60
“The word span, the digit span, and the phonological verbal fluency tasks were used to tap phonological loop processes (Alloway, Gathercole, & Pickering, 2006; Baddeley, Thomson, & Buchanan, 1975; Gathercole, Alloway, Willis, & Adams, 2006; Swanson & Beebe-Frankenberger, 2004).”
MethodLin, X. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09554-w · Cited by 69
“A prior longitudinal study also suggested that nonverbal reasoning is a significant predictor of age-related differences in WPS accuracy controlling for mathematics computation, reading comprehension, phonological processing, and working memory (Swanson 2004).”
BackgroundInfluentialOn the working memory of humans and great apes: Strikingly similar or remarkably different?
Read, D., Manrique, H. M., & WALKER, M. J. (2021) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2021.12.019 · Cited by 58
Gathercole, S. E. (2008) · Elsevier eBooks · doi:10.1016/b978-012370509-9.00179-0 · Cited by 55
Working memory and recollection contribute to academic achievement
Blankenship, T. L., O'Neill, M., Ross, A., & Bell, M. A. (2015) · Learning and Individual Differences · doi:10.1016/j.lindif.2015.08.020 · Cited by 55
“These relations also explain why WM plays a crucial role in the ability to calculate and solve math-based word problems (Logie, Gilhooly, & Wynn, 1994; Swanson & Beebe-Frankenberger, 2004).”
BackgroundResultA Framework for Remediating Number Combination Deficits
Fuchs, L. S., Powell, S. R., Seethaler, P. M., Fuchs, D., Hamlett, C. L., Cirino, P. T., & Fletcher, J. M. (2010) · Exceptional Children · doi:10.1177/001440291007600201 · Cited by 55
“By contrast, Hecht, Torgesen, Wagner, and Rashotte (2001) found no evidence at Grades 4 and 5, and Swanson and Beebe-Frankenberger (2004) identified reading, not the phonological loop, as a correlate of calculation skill among first through third graders.”
Rennie, B. J., Beebe-Frankenberger, M. E., & Swanson, H. L. (2014) · Journal of Clinical and Experimental Neuropsychology · doi:10.1080/13803395.2014.921284 · Cited by 62
“Participants for this study (N = 51) are a subsample of a larger sample collected from 2003 through 2006 (see Swanson & Beebe-Frankenberger, 2004).”
MethodSelf-citationUsing video game play to improve education-majors’ mathematical performance: An experimental study
Novak, E., & Tassell, J. L. (2015) · Computers in Human Behavior · doi:10.1016/j.chb.2015.07.001 · Cited by 58
Algebraic Problem Solving for Middle School Students with Autism and Intellectual Disability
Root, J. R., & Browder, D. M. (2017) · Exceptionality · doi:10.1080/09362835.2017.1394304 · Cited by 55
“Swanson and Beebe-Frankenberger (2004) explained problem solving requires understanding how each piece of the text comes together for meaningful interpretation.”
BackgroundFuchs, L. S., Fuchs, D., Seethaler, P. M., & Barnes, M. A. (2019) · ZDM · doi:10.1007/s11858-019-01070-8 · Cited by 69
Heterogeneity of Developmental Dyscalculia: Cases with Different Deficit Profiles
Träff, U., Olsson, L., Östergren, R., & Skagerlund, K. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.02000 · Cited by 63
“The results are in favor of the multiple deficits account rather than a core deficit account.”
BackgroundResultSkagerlund, K., & Träff, U. (2015) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2015.10.016 · Cited by 60
Finger gnosis predicts a unique but small part of variance in initial arithmetic performance
Wasner, M., Nuerk, H., Martignon, L. F., Roesch, S., & Moeller, K. (2016) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2016.01.006 · Cited by 51
Remediation for Students With Mathematics Difficulties: An Intervention Study in Middle Schools
Opitz, E. M., Freesemann, O., Prediger, S., Grob, U., Matull, I., & Hußmann, S. (2016) · Journal of Learning Disabilities · doi:10.1177/0022219416668323 · Cited by 62
“…studies of different age groups show that students with MD have problems with fact retrieval, which may be related to deficits in working memory (e.g., Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007; Mabbott & Bisanz, 2008; Passolunghi & Siegel, 2004; Swanson & Beebe-Frankenberger, 2004).”
BackgroundSmedt, B. D., Reynvoet, B., Swillen, A., Verschaffel, L., Boets, B., & Ghesquière, P. (2008) · Cortex · doi:10.1016/j.cortex.2007.06.003 · Cited by 51
“…have been put forward, like problems with working memory (Bull et al., 1999; McLean and Hitch, 1999; Passolunghi and Siegel, 2004; Swanson and Sachse-Lee, 2001) or with retrieval of information from longterm memory (Bull and Johnston, 1997; Geary, 2004; Swanson and Beebe-Frankenberger, 2004).”
Lee, N. H., Yeo, D. J. S., & Hong, S. E. (2014) · ZDM · doi:10.1007/s11858-014-0599-6 · Cited by 61
“Children have limited capacity in their working memory as compared to adults (Cowan 2001; Swanson and Beebe-Frankenberger 2004).”
BackgroundCognitive efficiency: A conceptual and methodological comparison
Hoffman, B. H. (2011) · Learning and Instruction · doi:10.1016/j.learninstruc.2011.09.001 · Cited by 56
Strategy flexibility in children with low achievement in mathematics
Verschaffel, L., Torbeyns, J., Smedt, B. D., Luwel, K., & Dooren, W. V. (2007) · Educational and Child Psychology · doi:10.53841/bpsecp.2007.24.2.16 · Cited by 51
Learning Disabilities and Memory
Swanson, H. L., Cooney, J. B., & McNamara, J. K. (2004) · Elsevier eBooks · doi:10.1016/b978-012762533-1/50005-6 · Cited by 50
Self-citationSwanson, H. L. (2014) · Journal of Educational Psychology · doi:10.1037/a0035838 · Cited by 56
Self-citationBurny, E., Valcke, M., & Desoete, A. (2011) · Journal of Learning Disabilities · doi:10.1177/0022219411407773 · Cited by 49
“A growing interest in children with mathematics difficulties (MD) in the past two decades has led to an increased number of studies on this topic (Geary & Brown, 1991; Geary, Brown, & Samaranayake, 1991; Gonzales & Espinel, 2002; Russell & Ginsburg, 1984; Swanson & Beebe-Frankenberger, 2004).”
Backgroundvan de Weijer‐Bergsma, E., Kroesbergen, E. H., Prast, E. J., & Luit, J. E. H. V. (2014) · Behavior Research Methods · doi:10.3758/s13428-014-0469-8 · Cited by 47
“Although we did not control for intelligence scores, previous research has shown that working memory is predictive of academic performance above and beyond intelligence scores (De Weerdt et al. 2013; Swanson & Beebe-Frankenberger, 2004).”
Home sweet home: Does where you live matter to working memory and other cognitive skills?
Alloway, T. P., Alloway, R. G., & Wootan, S. S. (2014) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2013.11.012 · Cited by 57
“In typically developing children, working memory scores predicted reading achievement independent of measures of phonological skills (Swanson & Beebe-Frankenberger, 2004).”
BackgroundThe importance of additive reasoning in children’s mathematical achievement: A longitudinal study.
Ching, B. H., & Nuñes, T. (2016) · Journal of Educational Psychology · doi:10.1037/edu0000154 · Cited by 55
Fung, W. W., & Swanson, H. L. (2017) · Memory & Cognition · doi:10.3758/s13421-017-0697-0 · Cited by 52
“We considered three models to account for the mediation effects betweenWMandword problem solving: One focuses on fluid intelligence, a second focuses on a child’s knowledge base, and third relates to reading processes (these models are further discussed in Swanson & Beebe-Frankenberger, 2004).”
BackgroundMethodInfluentialSelf-citationvan de Weijer‐Bergsma, E., Kroesbergen, E. H., Jolani, S., & Luit, J. E. H. V. (2015) · Behavior Research Methods · doi:10.3758/s13428-015-0607-y · Cited by 46
“Since intelligence scores were included in the analyses, we can conclude that the predictive value of the Monkey game lasts above and beyond that of intelligence (De Weerdt et al., 2013; Swanson & Beebe-Frankenberger, 2004).”
Libertus, M. E., Brannon, E. M., & Pelphrey, K. A. (2008) · NeuroImage · doi:10.1016/j.neuroimage.2008.10.027 · Cited by 46
“…previous behavioral studies investigating the relationship between WM and other cognitive functions have focused on children at this age (e.g. Swanson and Beebe-Frankenberger, 2004) and initial pilot testing showed that children at this age are capable of performing our WM task successfully.”
Longitudinal mediators of achievement in mathematics and reading in typical and atypical development
Barnes, M. A., Raghubar, K. P., English, L. H., Williams, J. M., Taylor, H. B., & Landry, S. H. (2013) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2013.09.006 · Cited by 47
“Working memory has been implicated in math problem solving in some studies over and above arithmetic skills, reading skills, short-term memory, and intelligence (Swanson & Beebe-Frankenberger, 2004; but see Fuchs et al., 2006).”
BackgroundSwanson, H. L., Moran, A. S., Lussier, C. M., & Fung, W. W. (2013) · Learning Disability Quarterly · doi:10.1177/0731948713507264 · Cited by 46
“The intercorrelations among the processing measures exceeded .45 and the reported Cronbach alpha reliabilities are greater than .88 (Swanson & Beebe-Frankenberger, 2004).”
BackgroundMethodSelf-citationSwanson, H. L., Orosco, M. J., & Lussier, C. M. (2014) · Exceptional Children · doi:10.1177/001440291408000202 · Cited by 46
“The intercorrelations among the processing measures exceeded .45 and the reported Cronbach alpha reliabilities are greater than .88 (Swanson & Beebe-Frankenberger, 2004).”
MethodResultInfluentialSelf-citationLee, K. L., Ning, F., & Goh, H. C. (2013) · Educational Psychology · doi:10.1080/01443410.2013.836158 · Cited by 49
“Working memory capacity has been found to be strongly associated with children’s mathematical performance (Andersson, 2008; Fuchs et al., 2005; Lee, Ng, & Ng, 2009; Swanson & Beebe-Frankenberger, 2004).”
BackgroundCai, D., Li, Q. W., & Deng, C. P. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2013.07.008 · Cited by 51
Cognitive correlates of math skills in third-grade students
Männamaa, M., Kikas, E., Peets, K., & Palu, A. (2011) · Educational Psychology · doi:10.1080/01443410.2011.621713 · Cited by 44
“Deficiencies in phonological processing create a bottleneck that constricts the flow of information to verbal WM and other higher level processing needed for solving math tasks (Swanson & Beebe-Frankenberger, 2004 ).”
BackgroundSwanson, H. L. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01099 · Cited by 44
“ORIGINAL RESEARCH published: 04 August 2015 doi: 10.3389/fpsyg.2015.01099 Frontiers in Psychology | www.frontiersin.org 1 August 2015 | Volume 6 | Article 1099 Edited by: Silvia Lanfranchi, University of Padova, Italy Reviewed by: Sara Caviola, University of Padova, Italy Claudia…”
InfluentialSelf-citationFuchs, L. S., Geary, D. C., Fuchs, D., Compton, D. L., & Hamlett, C. L. (2013) · Journal of Educational Psychology · doi:10.1037/a0034444 · Cited by 48
“For example, H. L. Swanson and Beebe-Frankenberger (2004) documented that working memory was involved in multidigit calculation skill; Fuchs et al. (2005) found that working memory and attentive behavior were unique predictors; and Fuchs, Geary, Compton, Fuchs, Hamlett, Seethaler, et al. (2010)…”
BackgroundInfluentialWu, S. S., Chen, L., Battista, C., Watts, A. K. S., Willcutt, E. G., & Menon, V. (2017) · Cognition · doi:10.1016/j.cognition.2017.05.016 · Cited by 51
Short and long-term effects of a mathematics tablet intervention for low performing second graders.
Hallstedt, M. H., Klingberg, T., & Ghaderi, A. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000264 · Cited by 50
Growth in literacy, cognition, and working memory in English language learners
Swanson, H. L., Orosco, M. J., & Lussier, C. M. (2015) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2015.01.001 · Cited by 49
“The Word Span task was previously used by Swanson and Beebe-Frankenberger (2004).”
MethodSelf-citationZhang, D., Ding, Y., Stegall, J., & Mo, L. (2012) · Learning Disabilities Research and Practice · doi:10.1111/j.1540-5826.2012.00364.x · Cited by 43
“Various studies (Alloway & Al-loway, 2009; Geary, 2003, 2004; Hitch & McAuley, 1991; McLean & Hitch, 1999; Swanson & Beebe-Frankenberger, 2004) have found that students with poor mathematics performance often have problems with working memory.”
BackgroundZhang, H., Chang, L., Chen, X., Ma, L., & Zhou, R. (2018) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2018.00154 · Cited by 53
“The most prominent symptom of LDs is poor reading and mathematics abilities, both of which directly influence academic performance (Swanson and Beebe-Frankenberger, 2004; Gathercole et al., 2006; Geary et al., 2007).”
BackgroundDavis, A. S., Pass, L. A., Finch, W. H., Dean, R. S., & Woodcock, R. W. (2009) · Archives of Clinical Neuropsychology · doi:10.1093/arclin/acp032 · Cited by 47
“Deficits in working memory and inhibition, cognitive process thought to be related to ADHD (e.g., Nigg, 2006), have been implicated in severe math (Swanson & Beebe-Frankenberger, 2004) and reading disabilities (Willcutt et al., 2001).”
BackgroundCalhoun, S. L., Pearl, A. M., Fernández‐Mendoza, J., Durica, K. C., Mayes, S. D., & Murray, M. J. (2019) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-019-03928-y · Cited by 45
Guzmán, J. I. N., Villagrán, M. A., Alcalde, C., Ruiz, G., Consejero, E. M., & Jiménez, I. M. (2011) · The Spanish Journal of Psychology · doi:10.5209/rev_sjop.2011.v14.n2.6 · Cited by 41
The Cognitive Correlates of Computational Estimation Skill among Third–Grade Students
Seethaler, P. M., & Fuchs, L. S. (2006) · Learning Disabilities Research and Practice · doi:10.1111/j.1540-5826.2006.00220.x · Cited by 41
“Swanson and Beebe-Frankenberger (2004) un-derscoredtheimportanceoflong-termmemoryforarithmetic wordproblems,showingthatlong-termmemorycontributed asignificant8percentofvariancetoarithmeticwordproblem performance.”
BackgroundPolo-Blanco, I., Suárez‐Pinilla, P., Goñi-Cervera, J., Suárez‐Pinilla, M., & Payá, B. (2022) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-022-05802-w · Cited by 40
“…determines performance when solving mathematical problems (Bull & Scerif, 2001; Bull et al., 2008; Gathercole et al., 2004; Keeler & Swanson, 2001; Swanson & Beebe-Frankenberger, 2004) and it has more of an influence on mathematical competence than the combination of cognitive inhibition and…”
BackgroundUnraveling the Complex Nature of Mathematics Learning Disability
Watson, S. M. R., & Gable, R. A. (2013) · Learning Disability Quarterly · doi:10.1177/0731948712461489 · Cited by 42
Träff, U., Olsson, L., Skagerlund, K., & Östergren, R. (2017) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2017.11.010 · Cited by 40
Swanson, H. L. (2016) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2016.04.012 · Cited by 40
Self-citationIglesias-Sarmiento, V., Carriedo, N., & Rodríguez, J. L. R. (2014) · Anales de Psicología · doi:10.6018/analesps.31.1.158111 · Cited by 47
Seethaler, P. M., Fuchs, L. S., Fuchs, D., & Compton, D. L. (2011) · Journal of Educational Psychology · doi:10.1037/a0024968 · Cited by 38
“…differences between CA and WP, prior work suggests that the cognitive characteristics underlying development in CA versus WP differ (e.g., L. S. Fuchs, Fuchs, Stuebing, et al., 2008; L. S. Fuchs, Geary, Compton, Fuchs, Hamlett, Seethaler, et al., 2010; Swanson & Beebe-Frankenberger, 2004).”
Background
Metadata
- Authors
- Swanson, H. L., & Beebe-Frankenberger, M.
- Affiliations
- University of California, Riverside (US)
- University of Montana (US)
- ORCID
- Swanson, H. Lee
- Venue
- Journal of Educational Psychology
- Published
- 2004-09
- Volume
- 96
- Issue
- 3
- Pages
- 471-491
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W1965873661
- Cited by
- 638
- References
- 91
- Citations by year
- 2026: 18 · 2025: 17 · 2024: 18 · 2023: 25 · 2022: 25 · 2021: 26 · 2020: 64 · 2019: 39 · 2018: 27 · 2017: 38 · 2016: 36 · 2015: 41 · 2014: 51 · 2013: 39 · 2012: 36
- FWCI
- 11.50
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Keywords
- working memory, mathematical problem solving, vulnerable children, elementary school students, executive function, inhibition, phonological processing, semantic processing, age differences, individual differences
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