Cited by 639Cognitive and developmental aspects of mathematical skillsDevelopmental and Educational NeuropsychologyCognitive Abilities and Testing

The DOI matches its Crossref record; 92 of the 92 references it cites were found in a registry or an index.

The Relationship Between Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties.

Swanson, H. Lee, Beebe-Frankenberger, Margaret·2004·Journal of Educational Psychology

DOI 10.1037/0022-0663.96.3.471

Open this paper in CoChat — free account

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.

Integrity signals

Registry

Crossref · 10.1037/0022-0663.96.3.471

Cites

92 of 92 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Significance tests and goodness of fit in the analysis of covariance structures.
Bentler, P. M., & Bonett, D. G. (1980) · Psychological Bulletin · doi:10.1037/0033-2909.88.3.588 · Cited by 20,015
The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000) · Cognitive Psychology · doi:10.1006/cogp.1999.0734 · Cited by 15,798
Individual differences in working memory and reading
Daneman, M., & Carpenter, P. A. (1980) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(80)90312-6 · Cited by 6,336
The processing-speed theory of adult age differences in cognition
Salthouse, T. A. (1996) · Psychological Review · doi:10.1037/0033-295x.103.3.403 · Cited by 5,902 · cited 2×
“, Chiappe, Hasher, & Siegel, 2000), as well as to speed of processing (Salthouse, 1996) and knowledge (see, e.”
Background
A capacity theory of comprehension: individual differences in working memory
Just, M. A., & Carpenter, P. A. (1992) · Psychological Review · doi:10.1037/0033-295x.99.1.122 · Cited by 4,153
Wechsler Intelligence Scale for Children
Miles-Mason, E. (2018) · Sage eBooks · doi:10.4135/9781483392271.n537 · Cited by 4,133
Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size.
Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988) · Psychological Bulletin · doi:10.1037/0033-2909.103.3.391 · Cited by 3,953
Long-term working memory.
Ericsson, K. A., & Kintsch, W. (1995) · Psychological Review · doi:10.1037/0033-295x.102.2.211 · Cited by 3,498
Working memory, short-term memory, and general fluid intelligence: A latent-variable approach.
Engle, R. W., Tuholski, S. W., Laughlin, J. E., & Conway, A. R. A. (1999) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.128.3.309 · Cited by 3,078
Models of Working Memory: Mechanisms of Active Maintenance and Executive Control
Miyake, A., & Shah, P. (1999) · Cited by 2,404

Flagged first, then by citations

Show all 91 references

Research works printed but not linked: 8

Baddeley, 1986, Working memory.
10.1037/0096-3445.123.4.354 · DOI
Jöreskog, 1984, LISREL VI: Analysis of linear structural relationships by the method of maximum likelihood. Moores-ville
Mayer, 1996, The process of understanding mathematical problem solving., 29
Perfetti, 1985, Reading ability.
10.1037/0096-3445.126.3.211 · DOI
Swanson, 1995, S-Cognitive Processing Test.
Woodcock, 1998, Woodcock Reading Mastery Test-Revised.

Sorted by citations

Items 301–400 of 639

Teaching High School Students With Learning Disabilities to Use Model Drawing Strategy to Solve Fraction and Percentage Word Problems
Dennis, M. S., Knight, J., & Jerman, O. (2015) · Preventing School Failure Alternative Education for Children and Youth · doi:10.1080/1045988x.2014.954514 · Cited by 16
“…10–21, 2016 Copyright © Taylor & Francis Group, LLC ISSN: 1045-988X print / 1940-4387 online DOI: 10.1080/1045988X.2014.954514 research has indicated that success in mathematical problem solving is related to working memory (e.g., LeBlanc & Weber-Russell, 1996; Swanson & Beebe-Frankenberger, 2004).”
BackgroundInfluential
Generative Strategies, Working Memory, and Word Problem Solving Accuracy in Children at Risk for Math Disabilities
Swanson, H. L., Moran, A. S., Bocian, K., Lussier, C., & Zheng, X. (2013) · Learning Disability Quarterly · doi:10.1177/0731948712464034 · Cited by 25
“Because a significant predictor of problems solving accuracy is working memory (e.g., Swanson & Beebe-Frankenberger, 2004), and because children with MD experience serious working memory difficulties (e.g., Geary, 2010; Swanson, Jerman, & Zheng, 2008), such poor problem-solving skills in these…”
BackgroundMethodInfluentialSelf-citation
Do the processes engaged during mathematical word-problem solving differ along the distribution of word-problem competence?
Fuchs, L. S., Powell, S. R., Fall, A., Roberts, G. J., Cirino, P. T., Fuchs, D., & Gilbert, J. K. (2019) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.101811 · Cited by 19
The Cambridge Handbook of Applied School Psychology
Worrell, T. L. H. F. C. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532 · Cited by 15
Reactivity to Stress and the Cognitive Components of Math Disability in Grade 1 Children
MacKinnon McQuarrie, M. A., Siegel, L. S., Perry, N. E., & Weinberg, J. (2014) · Journal of Learning Disabilities · doi:10.1177/0022219412463436 · Cited by 15
“Swanson and Beebe-Frankenberger (2004) found processing speed does not contribute unique variance to the model when reading ability and nonverbal intelligence are partialed out, and Geary et al. (2007) found that processing speed was impaired only in the children with the most severe MD.”
Symbolic and Non-Symbolic Number Magnitude Processing in Children with Developmental Dyscalculia
Cañizares, D. C., Crespo, V. R., & Alemañy, E. G. (2012) · The Spanish Journal of Psychology · doi:10.5209/rev_sjop.2012.v15.n3.39387 · Cited by 15
“…tend to have a less developed working memory capacity than TD children (Geary, Brown, & Samaranayake, 1991; Geary, Hamson, & Hoard, 2000; Geary, Hoard, & Hamson, 1999; Koontz & Berch, 1996, McLean & Hitch, 1999; Swanson & Beebe-Frankenberger, 2004; Siegel & Ryan, 1989; Wilson & Swanson, 2001).”
Working memory moderates the effect of the integrative process of implicit and explicit autonomous motivation on academic achievement
Gareau, A., & Gaudreau, P. (2017) · British Journal of Psychology · doi:10.1111/bjop.12239 · Cited by 17
Construct Confounding Among Predictors of Mathematics Achievement
Schenke, K., Rutherford, T. A., Lam, A. C., & Bailey, D. H. (2016) · AERA Open · doi:10.1177/2332858416648930 · Cited by 14
“…facets of working memory are robust predictors of children’s mathematics achievement across development (Bull & Lee, 2014; Geary, Bailey, Littlefield, et al., 2009; Swanson & Beebe-Frankenberger, 2004; Szücs, Devine, Soltesz, Nobes, & Gabriel, 2014; Welsh, Nix, Blair, Bierman, & Nelson, 2010).”
The Role of Visual Representations in Mathematical Word Problems
Jitendra, A. K., & Woodward, J. P. (2019) · Elsevier eBooks · doi:10.1016/b978-0-12-815952-1.00011-6 · Cited by 14
Working memory and intelligence quotient: Which best predicts on school achievement?
Siquara, G. M., Santos‐Lima, C., & Abreu, N. (2018) · Psico · doi:10.15448/1980-8623.2018.4.27943 · Cited by 14
Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?
Seethaler, P. M., Fuchs, L. S., Fuchs, D., & Compton, D. L. (2016) · The Elementary School Journal · doi:10.1086/688870 · Cited by 14
“…differences between CA and WP, prior work suggests that the cognitive characteristics underlying development in CA versus WP differ, as well (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
Literacy profiles of at‐risk young adults enrolled in career and technical education
Mellard, D. F., Woods, K. L., & Lee, J. H. (2014) · Journal of Research in Reading · doi:10.1111/1467-9817.12034 · Cited by 14
Memory Mates: A Classroom-Based Intervention to Improve Attention and Working Memory
Davis, N., Sheldon, L., & Colmar, S. (2013) · Australian Journal of Guidance and Counselling · doi:10.1017/jgc.2013.23 · Cited by 14
“…difﬁculties in learning (Alloway et al., 2009), mathematics (Geary, Hoard, & Hamson, 1999; Swanson & Sachse-Lee, 2001), problem-solving (Swanson, 2011; Swanson & Beebe-Frankenberger, 2004), spelling (Alloway et al., 2005), and speciﬁc reading disorders (Schuchardt, Maehler, & Hasselhorn, 2008).”
Does the structure of working memory in EL children vary across age and two language systems?
Swanson, H. L., Kudo, M. F., & Horn, M. L. V. (2018) · Memory · doi:10.1080/09658211.2018.1496264 · Cited by 14
“…sizable amount of structural capacity in WM in the present study, some work that includes children with reading and math problems suggests that WM significantly predicts achievement, even after the influence of articulation speed is partialed from the analysis (Swanson & Beebe-Frankenberger, 2004).”
MethodSelf-citation
A Descriptive Analysis of the Error Patterns Observed in the Fraction-Computation Solution Pathways of Students With and Without Learning Disabilities
Hwang, J. L., & Riccomini, P. J. (2019) · Assessment for Effective Intervention · doi:10.1177/1534508419872256 · Cited by 14
“MLD was distinguished from LA because of evidence demonstrating students with MLD have unique cognitive, strategic, and academic profiles (Fuchs et al., 2005; Swanson & Beebe-Frankenberger, 2004; Wilson & Swanson, 2001).”
Background
Training of Attention in Children With Low Arithmetical Achievement
Guarnera, M. A., & D’Amico, A. (2014) · Europe’s Journal of Psychology · doi:10.5964/ejop.v10i2.744 · Cited by 14
“…word span tasks or digit span tasks (D’Amico & Guarnera, 2005; Fuchs et al., 2008; Passolunghi & Cornoldi, 2008; Reuhkala, 2001; Siegel & Ryan, 1989; Swanson & Beebe-Frankenberger, 2004; van der Sluis, van der Leij, & de Jong, 2005), while they more consistently fail in tasks, such as the…”
Background
Patterns of Cognitive Strengths and Weaknesses and Relationships to Math Errors
Koriakin, T. A., White, E., Breaux, K. C., DeBiase, E., O’Brien, R., Howell, M., Costa, M. A., Liu, X., Pan, X., & Courville, T. (2016) · Journal of Psychoeducational Assessment · doi:10.1177/0734282916669909 · Cited by 13
“…studies (Flanagan et al., 2013); however, other research has shown Glr to be important for rapidly retrieving math facts (e.g., Geary, Hoard, & Bailey, 2011) and facilitating calculation ability by retrieving mathematical knowledge of algorithms and strategies (Swanson & Beebe-Frankenberger, 2004).”
Result
Early Numerical Competencies of Students with Different Forms of Mathematics Difficulty
Namkung, J. M., & Fuchs, L. S. (2012) · Learning Disabilities Research and Practice · doi:10.1111/j.1540-5826.2011.00345.x · Cited by 13
“…characteristics of CD and PD have found that CD is associated with deﬁcits in processing speed (Fuchs et al., 2006, 2008; Geary et al., 2007), attentive behavior (Fuchs et al., 2006; Swanson, 2006; Swanson & Beebe-Frankenberger, 2004), and phonological processing (Fuchs et al., 2008; Swanson 2006).”
Background
Three functional aspects of working memory as strong predictors of early school achievements: The review and illustrative evidence
Sędek, G., Krejtz, I., Rydzewska, K., Kaczan, R., & Rycielski, P. (2016) · Polish Psychological Bulletin · doi:10.1515/ppb-2016-0011 · Cited by 13
“…and reading (e.g., Baddeley, 1986; Daneman & Carpenter, 1980; Perfetti, 1985), speech production (e.g., Peña & Tirre, 1992; Shute & Kyllonen, 1990; Tirre, 1991; Woltz, 1988), arithmetic word problems (e.g., Swanson & Beebe-Frankenberger, 2004), and computational skills (e.g., Bull & Scerif, 2001).”
Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?
Cho, E., Fuchs, L. S., Seethaler, P. M., Fuchs, D., & Compton, D. L. (2020) · Journal of Learning Disabilities · doi:10.1177/0022219419898887 · Cited by 13
Teachers' perceptions of classroom behaviour and working memory
Alloway, T. P., Doherty‐Sneddon, G., & Forbes, L. (2012) · Northumbria Research Link (Northumbria University) · doi:10.5897/err10.223 · Cited by 13
A Latent Transition Analysis of English Learners With Reading Disabilities
Swanson, H. L. (2017) · Topics in Language Disorders · doi:10.1097/tld.0000000000000117 · Cited by 13
“…the STM (or phonological loop) component of WM (Forward Digit Span, Backward Digit Span, Word Span, and Pseudoword Span; Swanson et al., 2016; Swanson & Beebe-Frankenberger, 2004), phonological processing (Segmentation and Blending; Leafstedt & Gerber, 2005; Swanson, Rosston, Gerber, &…”
BackgroundSelf-citation
A Growth Mixture Modeling Study of Learning Trajectories in an Extended Computerized Working Memory Training Programme Developed for Young Children Diagnosed With Attention-Deficit/Hyperactivity Disorder
Orylska, A., Hadwin, J. A., Kroemeke, A., & Sonuga-Barke, E. J. S. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00012 · Cited by 16
Language Proficiency and the Relation to Word–Problem Performance in Emergent Bilingual Students with Mathematics Difficulties
King, S. G., & Powell, S. R. (2023) · Learning Disabilities Research and Practice · doi:10.1111/ldrp.12325 · Cited by 12
Influence of reading and calculation on children at risk and not at risk for word problem solving: Is math motivation a mediator?
Fung, W. W., Swanson, H. L., & Orosco, M. J. (2014) · Learning and Individual Differences · doi:10.1016/j.lindif.2014.10.011 · Cited by 12
Self-citation
Mathematics and reading difficulty subtypes: minor phonological influences on mathematics for 5–7-years-old
Jordan, J. A., Wylie, J., & Mulhern, G. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.00221 · Cited by 12
“Previous studies have suggested that language skills are unique predictors of performance on this task (Swanson and Beebe-Frankenberger, 2004; Fuchs et al., 2005, 2006).”
BackgroundMethodInfluential
Stimulus modality and working memory performance in Greek children with reading disabilities: Additional evidence for the pictorial superiority hypothesis
Constantinidou, F., & Evripidou, C. (2011) · Child Neuropsychology · doi:10.1080/09297049.2011.602013 · Cited by 13
“Essentially, poor working memory capacity will compromise a child’s ability to carry out the aforementioned cognitive manipulations and to integrate old with newly learned information (Swanson & Beebe-Frankenberger, 2004; Swanson, 2003).”
Background
Differences in Need for Instruction: Dynamic Testing in Children with Arithmetic Difficulties
Bosma, T., Stevenson, C. E., & Resing, W. C. M. (2017) · Journal of Education and Training Studies · doi:10.11114/jets.v5i6.2326 · Cited by 12
“The group of children with Accuracy or Organizing profiles appeared particularly in need of additional attention and instruction regarding general task and self-monitoring behaviors, which are essential elements in achievement (Bryant et. al., 2000; Swanson & Beebe-Frankenberger, 2004).”
Schema-Based Instruction: Supporting Children with Learning Difficulties and Intellectual Disabilities
Desmarais, K., Osana, H. P., & Lafay, A. (2019) · Springer eBooks · doi:10.1007/978-3-030-12895-1_12 · Cited by 12
Memory abilities in children with mathematical difficulties: Comorbid language difficulties matter
Reimann, G., Gut, J., Frischknecht, M., & Grob, A. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.10.017 · Cited by 14
Do Curriculum-Based Measures Predict Performance on Word-Problem-Solving Measures?
Sisco-Taylor, D. T., Fung, W. W., & Swanson, H. L. (2014) · Assessment for Effective Intervention · doi:10.1177/1534508414556504 · Cited by 12
“This may have assessed other areas that are related to word-problem, including reading fluency, processing speed, and working memory (e.g., Andersson, 2007; Swanson & Beebe-Frankenberger, 2004; Vilenius-Tuohimaa, Aunola, & Nurmi, 2008) rather than word-problem-solving ability.”
BackgroundSelf-citation
Do measures of working memory predict academic proficiency better than measures of intelligence
Lee, K. L., Pe, M. L., Ang, S. Y., & Stankov, L. (2009) · NIE Digital Repository (National Institute of Education, Nanyang Technological University) · Cited by 12
The Neuroscience of Mathematical Cognition and Learning
Looi, C. Y., Thompson, J. M., Krause, B., & Kadosh, R. (2016) · OECD education working papers · doi:10.1787/5jlwmn3ntbr7-en · Cited by 12
ERP differences between monolinguals and bilinguals: The role of linguistic distance
Morrison, C., & Taler, V. (2022) · Bilingualism Language and Cognition · doi:10.1017/s1366728922000657 · Cited by 11
Unit Transformation Graphs: Modeling Students’ Mathematics in Meeting the Cognitive Demands of Fractions Multiplication Tasks
Norton, A., Ulrich, C., & Kerrigan, S. (2023) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc-2021-0031 · Cited by 11
Okul öncesi dönem çocuklarında çalışma belleği ve engelleyici kontrol: Dikkatin aracı rolü
Gözüm, A. İ. C. (2020) · Erken Çocukluk Çalışmaları Dergisi · doi:10.24130/eccd-jecs.1967202043270 · Cited by 11
Working memory load and automaticity in relation to mental multiplication
Ding, Y., Liu, R., Xu, L., Jia, W., & Zhang, D. (2016) · The Journal of Educational Research · doi:10.1080/00220671.2016.1149794 · Cited by 14
The relation between college students’ academic mindsets and their persistence during math problem solving
Shen, C., Miele, D. B., & Vasilyeva, M. (2016) · Psychology in Russia State of Art · doi:10.11621/pir.2016.0303 · Cited by 20
“…have focused on variability in cognitive capacity, identifying working memory, attention skills, and other executive functions as correlates of math performance (e.g., Mazzocco & Kover, 2007; McClelland, Cameron, Connor, Farris, Jewkes, & Morrison, 2007; Swanson & Beebe-Frankenberger, 2004).”
BackgroundInfluential
Executive Functions Training for 7- to 10-Year-Old Students With Mathematics Difficulty: Instant Effects and 6-Month Sustained Effects
Cai, D., Zhao, J., Chen, Z., & Liu, D. (2022) · Journal of Learning Disabilities · doi:10.1177/00222194221117513 · Cited by 12
Examining the Differential Role of General and Specific Processing Speed in Predicting Mathematical Achievement in Junior High School
Cheng, D., Shi, K., Wang, N.-Y., Miao, X., & Zhou, X.-L. (2021) · Journal of Intelligence · doi:10.3390/jintelligence10010001 · Cited by 9
“In addition, some studies also found that reading comprehension (Cowan et al. 2005), processing speed (Swanson and Beebe-Frankenberger 2004) and reading fluency (Fuchs et al. 2021) is related to math problem-solving.”
Déficit de Memoria Operativa en los Trastornos del Neurodesarrollo
Mckay, X. D., & Zabala, M. E. Z. (2017) · psicogente · doi:10.17081/psico.21.39.2832 · Cited by 11
Home assessment of visual working memory in pre‐schoolers reveals associations between behaviour, brain activation and parent reports of life stress
McKay, C., Shing, Y. L., Rafetseder, E., & Wijeakumar, S. (2021) · Developmental Science · doi:10.1111/desc.13094 · Cited by 10
“VWM capacity is reliably predictive of cognitive functions (Fukuda et al., 2010) and a host of academic skills (Alloway & Alloway, 2010; Bull & Scerif, 2001; Gathercole et al., 2004; Swanson & Beebe-Frankenberger, 2004).”
Background
Cognitive Assessment: Progress in Psychometric Theories of Intelligence, the Structure of Cognitive Ability Tests, and Interpretive Approaches to Cognitive Test Performance
Flanagan, D. P., Alfonso, V. C., Ortiz, S. O., & Dynda, A. M. (2013) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780199796304.013.0012 · Cited by 10
Working Memory in the Classroom: An Inside Look at the Central Executive
Barker, L. A. (2016) · Applied Neuropsychology Child · doi:10.1080/21622965.2016.1167493 · Cited by 10
“These calculation problems place heavy demands upon most WM components as described by Swanson and Beebe-Frankenberger (2004).”
Background
The influence of cognitive abilities on mathematical problem solving performance
Bahar, K. (2013) · UA Campus Repository (The University of Arizona) · Cited by 10
Access to seventh grade mathematics: A case study of two students with mild intellectual disability
Hord, C., Duppstadt, M., Marita, S., & Pescatrice, S. (2019) · Journal of Intellectual Disabilities · doi:10.1177/1744629519858561 · Cited by 9
“Students were also presented with the challenge of determining relevant information at each stage of the problem solving process, which tended to create difficulties for students related to working memory (Swanson and Beebe-Frankenberger, 2004).”
BackgroundInfluential
What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence From a 2-Year Longitudinal Screening
Li, D., Zhang, X., & Zhang, L. (2022) · Journal of Learning Disabilities · doi:10.1177/00222194221099674 · Cited by 9
“We converted the mathematics and reading test scores obtained by the participants into standard z scores according to grade, with 25% of the total sample size as the critical point (Swanson & Beebe-Frankenberger, 2004).”
Method
Mathematical transcription of the ‘time‐based resource sharing’ theory of working memory
Gauvrit, N., & Mathy, F. (2017) · British Journal of Mathematical and Statistical Psychology · doi:10.1111/bmsp.12112 · Cited by 9
Working Memory Capacity and Self‐Explanation Strategy Use Provide Additive Problem‐Solving Benefits
Redifer, J. L., Therriault, D. J., Lee, C. S., & Schroeder, A. N. (2016) · Applied Cognitive Psychology · doi:10.1002/acp.3219 · Cited by 9
Instructional Interventions for Students with Mathematics Learning Disabilities
Mastropieri, M., Scruggs, T., Hauth, C., & Allen-Bronaugh, D. (2013) · Elsevier eBooks · doi:10.1016/b978-0-12-388409-1.00008-4 · Cited by 15
Understanding Developmental and Learning Disabilities within Functional-Systems Frameworks
Berninger, V. W., Swanson, H. L., & Griffin, W. (2014) · Elsevier eBooks · doi:10.1016/b978-0-12-410388-7.00019-1 · Cited by 9
Self-citation
Patterns of Strengths and Weaknesses on the WISC-V, DAS-II, and KABC-II and Their Relationship to Students’ Errors in Oral Language, Reading, Writing, Spelling, and Math
Breaux, K. C., Avitia, M. J., Koriakin, T. A., Bray, M. A., DeBiase, E., Courville, T., Pan, X., Witholt, T., & Grossman, S. (2016) · Journal of Psychoeducational Assessment · doi:10.1177/0734282916669657 · Cited by 9
“…studies (Flanagan et al., 2013); however, other research has shown Glr to be important for rapidly retrieving math facts (e.g., Geary, Hoard, & Bailey, 2012) and facilitating calculation ability by retrieving mathematical knowledge of algorithms and strategies (Swanson & Beebe-Frankenberger, 2004).”
BackgroundResult
Cognitive and academic growth among emergent bilingual children at risk and not at risk for math difficulties
Swanson, H. L., Kong, J. E., & Petcu, S. D. (2022) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2022.105389 · Cited by 10
Self-citation
Mathematics Questioning Practices of Pre-Service Special Education Teachers Providing Algebra Tutoring for Students With Learning Disabilities
Dejarnette, A., & Hord, C. (2022) · Teacher Education and Special Education · doi:10.1177/08884064211073573 · Cited by 8
“Because they experience challenges with working memory, students with LD can especially struggle with multistep problem-solving situations (Swanson & Beebe-Frankenberger, 2004).”
Background
Socioeconomic disadvantage and ethnicity are associated with large differences in children’s working memory ability: analysis of a prospective birth cohort study following 13,500 children
Mooney, K. E., Pickett, K. E., Shire, K. A., Allen, R. J., & Waterman, A. (2022) · BMC Psychology · doi:10.1186/s40359-022-00773-0 · Cited by 11
Measurement of mental attention: Assessing a cognitive component underlying performance on standardized intelligence tests
Howard, S. J., Johnson, J., & Pascual‐Leone, J. (2013) · Research Online (University of Wollongong) · Cited by 9
Etiological Distinction of Working Memory Components in Relation to Mathematics
Lukowski, S. L., Soden, B., Hart, S., Thompson, L., Kovas, Y., & Petrill, S. (2014) · Intelligence · doi:10.1016/j.intell.2014.09.001 · Cited by 9
“…between the phonological loop and mathematics (Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007; Henry & MacLean, 2003; Koontz & Berch, 1996; Maybery & Do, 2003; Meyer, Salimpoor, Wu, Geary, & Menon, 2010; Passolunghi & Siegel, 2001; Rasmussen & Bisanz, 2005; Swanson & Beebe-Frankenberger, 2004).”
Result
Educational Application of Working-Memory Training
Alloway, T. P., Robinson, T., & Frankenstein, A. N. (2016) · Springer eBooks · doi:10.1007/978-3-319-42662-4_16 · Cited by 9
Bivariate developmental relations between calculations and word problems: A latent change approach
Gilbert, J. K., & Fuchs, L. S. (2017) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2017.06.008 · Cited by 9
“This is consistent with longitudinal correlational work, where initial CALC skill predicts WP outcomes (Fuchs et al., 2006; Swanson & Beebe-Frankenberger, 2004).”
Diverse needs of students with learning disabilities: a case study of tutoring two students in algebra
Hord, C., Marita, S., Ayaz, S., Tomaro, T., Gordon, K., Tunningley, J., & Haskins, S. (2018) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.12415 · Cited by 9
Improving Mathematics: An Examination of the Effects of Specific Cognitive Abilities on College-age Students’ Mathematics Achievement
Taub, G. E., Benson, N. F., & Szente, J. (2014) · International Journal for the Scholarship of Teaching and Learning · doi:10.20429/ijsotl.2014.080208 · Cited by 9
“…that assist students experiencing difficulty holding information in immediate memory for problem solving may benefit from compensatory or instructional strategies that require students to show their work, thus avoiding dependency on mental calculation (Swanson & Beebe-Frankenberger, 2004).”
Background
Preschool, executive functions and oral language as predictors of literacy and numeracy skills in first grade
Mwanza-Kabaghe, S. (2015) · Cited by 9
The Cognitive Ability of Chinese Students with Dyslexia and Mathematical Learning Disabilities
Li, Z., AL-Qadri, A. H., & Zhao, W. (2022) · Children · doi:10.3390/children9121949 · Cited by 8
“Otherwise, students may have difficulties in mathematical calculation and problem solving [72,73].”
Background
Phonological awareness and RAN contribute to Chinese reading and arithmetic for different reasons
Yang, X., Star, J. R., Zhu, X., Wang, R., Zhang, Y., Tong, J. S., & He, Z. (2024) · Cognitive Processing · doi:10.1007/s10339-024-01184-2 · Cited by 9
“This is in contrast with many previous studies (e.g., Fuch et al. 2006; Swanson 2006; Swanson & Beebe-Frankenberger 2004).”
The mathematical word problem-solving performance gap between children with and without math difficulties: does working memory mediate and/or moderate treatment effects?
Swanson, H. L., Orosco, M. J., & Reed, D. K. (2024) · Child Neuropsychology · doi:10.1080/09297049.2024.2382202 · Cited by 10
Self-citation
Development of arithmetic across the lifespan: A registered report.
Avcil, M., & Artemenko, C. (2025) · Developmental Psychology · doi:10.1037/dev0001566 · Cited by 8
The role of working memory capacity in interpreting performance
Bae, M., & Jeong, C. J. (2021) · Translation Cognition & Behavior · doi:10.1075/tcb.00050.bae · Cited by 8
The contribution of domain-specific knowledge in predicting students' proportional word problem-solving performance
Jitendra, A. K., Lein, A. E., Star, J. R., & Dupuis, D. (2013) · Educational Research and Evaluation · doi:10.1080/13803611.2013.845107 · Cited by 8
“…& Bryant, 2011), arithmetic and algebra word problem solving (e.g., Fuchs et al., 2008; Fuchs et al., 2010; Lee, Ng, & Ng, 2009; Swanson, 2006; Swanson & Beebe-Frankenberger, 2004; Zheng, Swanson, &Marcoulides, 2011), and fraction skills such as computation, estimation, and word problem…”
BackgroundResult
Math problem-solving and cognition among emerging bilingual children at risk and not at risk for math difficulties
Swanson, H. L., Kong, J. E., & Petcu, S. D. (2019) · Child Neuropsychology · doi:10.1080/09297049.2019.1674268 · Cited by 9
“…2011; Bialystok & Feng, 2009) and because the executive component of WM has been found to be a major cognitive component that underlies math problem-solving difficulties in monolingual children (e.g., David, 2012; Geary, Hoard, Nugent, & Bailey, 2012; Swanson & Beebe-Frankenberger, 2004).”
BackgroundMethodInfluentialSelf-citation
The Hidden Classroom: How Gender Stereotypes Impact Academic Achievement
Gonzalez, A. M., Oh, J. H. J., & Baron, A. S. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.018 · Cited by 11
The Relationship between Students' Working Memory Capacity and Mathematical Performance at Secondary School Level.
Batool, T., Habiba, U. E., & Saeed, A. (2019) · Cited by 8
Development of early acquired arithmetic skills and development of reading comprehension facilitate the development of later developing arithmetic skills
Träff, U., Skagerlund, K., & Skagenholt, M. (2025) · Educational Psychology · doi:10.1080/01443410.2025.2463930 · Cited by 8
“Other studies have observed that reading skills are uniquely predictive of concurrent multidigit calculation and arithmetic word problem-solving (Andersson, 2007, 2008; Swanson et al., 2008; Swanson & Beebe-Frankenberger, 2004).”
A student with mild intellectual disability and two‐step equations
Hord, C., DeJarnette, A. F., McMillan, L. A., & Baldrick, P. (2020) · Support for Learning · doi:10.1111/1467-9604.12330 · Cited by 7
Cognitive Training in the Domain of Mathematics for Potentially Gifted Children in Primary School
Vreeze-Westgeest, M. D., & Vogelaar, B. (2022) · Education Sciences · doi:10.3390/educsci12020127 · Cited by 7
Investigating Students’ Perception of Online Assessment as a Result of the Interaction among the Extrinsic Assessment Factors on Students Psychological Characteristics
Pașcu, M., Petculescu, D.-C., & Pătru-Stupariu, I. (2023) · Education Sciences · doi:10.3390/educsci13020193 · Cited by 10
Investigating Elementary Mathematics Curricula: Focus on Students With Learning Disabilities
Hord, C., & Newton, J. A. (2014) · School Science and Mathematics · doi:10.1111/ssm.12064 · Cited by 7
The Relations Between Number Property Strategies, Working Memory, and Multiplication in Elementary Students
Liu, R., Ding, Y., Bing-cheng, G., & Zhang, D. (2014) · The Journal of Experimental Education · doi:10.1080/00220973.2013.876606 · Cited by 7
“…in children at risk for serious math difficulties, the executive system has been shown to be an important predictor of children’s problem-solving accuracy, independent of math and reading skills, phonological processing, and domain-specific knowledge (Swanson & Beebe-Frankenberger, 2004).”
Background
Mathematics engagement in an Australian lower secondary school
Norton, S. J. (2016) · Journal of Curriculum Studies · doi:10.1080/00220272.2016.1141995 · Cited by 7
Early literacy programme as support for immigrant children and as transfer to early numeracy
Korat, O., Gitait, A., Deitcher, D. B., & Mevarech, Z. (2017) · Early Child Development and Care · doi:10.1080/03004430.2016.1273221 · Cited by 9
“This relationship can be explained by a number of different theoretical frameworks including cognitive processes (Swanson & Beebe-Frankenberger, 2004).”
Background
Growth in Math Computation among Monolingual and English Language Learners:Does the Executive System have a Role?
Swanson, H. L., Kong, J. E., & Petcu, S. D. (2019) · Developmental Neuropsychology · doi:10.1080/87565641.2019.1688328 · Cited by 7
“…simultaneous storage and processing) has been associated with math difficulties in both monolingual and ELL children (e.g., Blair, Ursache, Greenberg, & Vernon-Feagans, 2015; Bull & Scerif, 2001; Cai, Georgiou, Wen, & Das, 2016; David, 2012; Menon, 2016; Swanson & Beebe-Frankenberger, 2004).”
MethodSelf-citation
Phonological working memory and non-verbal complex working memory as predictors of future English outcomes in young ELLs
White, M. J. (2020) · International Journal of Bilingualism · doi:10.1177/1367006920948136 · Cited by 10
“Performance on reading and language comprehension tasks is linked to scores obtained on complex memory span tasks that tap into the central executive component of working memory (e.g. Cain et al., 2004; Swanson, 2014; Swanson et al., 2015; Swanson & Beebe-Frankenberger, 2004).”
Background
Social and Emotional Learning in Schools
DiPerna, J. C., Frey, J. R., & Hart, S. C. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.025 · Cited by 8
Psychometric Properties of the Working Memory Rating Scale for Spanish-Speaking English Language Learners
Guzman-Orth, D. A., Grimm, R. P., Gerber, M. M., Orosco, M. J., Swanson, H. L., & Lussier, C. M. (2014) · Journal of Psychoeducational Assessment · doi:10.1177/0734282914558710 · Cited by 7
“The Word Span and Pseudoword Span Tasks (Swanson & Beebe-Frankenberger, 2004) were presented in the same manner as the Digit Span measures.”
MethodInfluentialSelf-citation
Learning Disabilities and Memory
Swanson, H. L., & Stomel, D. (2012) · Elsevier eBooks · doi:10.1016/b978-0-12-388409-1.00002-3 · Cited by 7
Self-citation
Teaching Mathematics to Students with Disabilities from Diverse Backgrounds
van Garderen, D., Poch, A. L., Jackson, C., & Roberts, S. (2017) · doi:10.1002/9781118768778.ch11 · Cited by 6
“Several studies have found that SWDs often tend to be slower than their typically developing peers at problem‐solving (e.g., Swanson & Beebe‐Frankenberger, 2004).”
Background
Understanding working memory as a facilitator of math problem‐solving: Offloading as a potential strategy
Medrano, J., & Miller‐Cotto, D. (2025) · British Journal of Educational Psychology · doi:10.1111/bjep.12767 · Cited by 6
“Some work indicates that those with low working memory capacity also tend to demonstrate difficulties recalling math facts from a lesson or appropriately applying strategies when solving math problems (Swanson & Beebe-Frankenberger, 2004).”
The Relationship Between Working Memory and Academic Outcomes: An Empirical Review
Hu, Q., & Hu, Y. (2023) · Lecture Notes in Education Psychology and Public Media · doi:10.54254/2753-7048/15/20231060 · Cited by 6
Working Memory Training in Children with Neurodevelopmental Disorders
Roording-Ragetlie, S., Klip, H., Buitelaar, J. K., & Slaats-Willemse, D. I. E. (2016) · Psychology · doi:10.4236/psych.2016.73034 · Cited by 8
“In respect of academic achievements, WM is seen as a strong predictor of reading abilities (Swanson & Beebe-Frankenberger, 2004) and mathematical skills over time (Gathercole, Tiffany, Briscoe, Thorn, & The ALSPAC Team, 2005; Mazzocco & Kover, 2007; Toll, Van der Ven, Kroesbergen, & Van Luit,…”
Background
The relation of bilingual cognitive skills to the second language writing performance of primary grade students
Wang, H., Orosco, M. J., Peng, A., Long, H., Reed, D. K., & Swanson, H. L. (2023) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2023.105776 · Cited by 6
Self-citation
The trajectory of mathematics skills and working memory thresholds in girls with fragile X syndrome
Murphy, M. M., & Mazzocco, M. M. M. (2009) · Cognitive Development · doi:10.1016/j.cogdev.2009.09.004 · Cited by 6
“Moreover, learning disabilities in mathematics have been linked to working memory deficits specifically (Andersson & Lyxell, 2007; Swanson & Beebe-Frankenberger, 2004), even if not exclusively.”
Background
Working memory functioning in deaf primary school children: Implications for inclusive education
Cockcroft, K., Dhana-Dullabh, H., & Greenop, K. (2010) · Education as Change · doi:10.1080/16823206.2010.522054 · Cited by 6
Working Memory Goes to School
Prince, P., & Gifford, K. (2016) · Applied Neuropsychology Child · doi:10.1080/21622965.2016.1167502 · Cited by 6
Heterogeneity of Developmental Dyscalculia: Cases with Different Deficit Profiles
Träff, U., Olsson, L., Östergren, R., & Skagerlund, K. (2016) · Journal of Childhood & Developmental Disorders · doi:10.4172/2472-1786.100015 · Cited by 6
İlkokul Dördüncü Sınıf Öğrencilerinin Matematik Problemi Çözmeye İlişkin Algılarının Metaforlar Yoluyla Analizi
Can, A. A. (2021) · Uşak üniversitesi eğitim araştırmaları dergisi/Uşak Üniversitesi eğitim araştırmaları dergisi · doi:10.29065/usakead.882143 · Cited by 6
Learning Disabilities in Mathematics
McKerracher, A. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.004 · Cited by 6
Effects of Action Video Game Play on Arithmetic Performance in Adults
Novak, E., & Soytürk, İ. (2021) · Perception · doi:10.1177/0301006620984405 · Cited by 6
“…memory and mathematics have been found across different mathematics tasks, including mental arithmetic (Kytt € al € a & Lehto, 2008; Trbovich & LeFevre, 2003), word problems (Swanson & Beebe-Frankenberger, 2004), general problem-solving (Bu¨hner et al., 2008), and geometry (Delgado & Prieto, 2004).”
A randomized controlled study of a second grade numeracy intervention with Swedish students at‐risk of mathematics difficulties
Lindström‐Sandahl, H., Samuelsson, J., Danielsson, H., Samuelsson, S., & Elwér, Å. (2024) · British Journal of Educational Psychology · doi:10.1111/bjep.12705 · Cited by 5
“In addition, arithmetic is a complex high-level ability that relies on various cognitive skills like working memory, executive functions and problem-solving ability (Andersson, 2008; Fuchs, Geary et al., 2010; Swanson & Beebe-Frankenberger, 2004).”
Background
Math disabilities: Italian and U.S. perspectives
Lanfranchi, S., Lucangeli, D., Jerman, O., & Swanson, H. (2008) · Advances in learning and behavioral disabilities · doi:10.1016/s0735-004x(08)00011-6 · Cited by 3
Self-citation
The Effect of Neurocognitive Function on Math Computation in Pediatric ADHD: Moderating Influences of Anxious Perfectionism and Gender
Sturm, A., Rozenman, M. S., Piacentini, J. C., McGough, J. J., Loo, S. K., & McCracken, J. T. (2018) · Child Psychiatry & Human Development · doi:10.1007/s10578-018-0798-4 · Cited by 5
“, [53, 54]), was used in this investigation as a measure of general mathematical academic skills.”
Method
Relating the Learning Styles, Dependency, and Working Memory Capacity to Performance Effectiveness in Collaborative Problem Solving
Sheikhrezaei, K., & Harvey, C. (2019) · Advances in intelligent systems and computing · doi:10.1007/978-3-030-20037-4_5 · Cited by 5

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
Publisher: American Psychological Association (APA)
Published: 2004-09
Volume: 96
Issue: 3
Pages: 471-491
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/0022-0663.96.3.471
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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

The Relationship Between Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties.

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks