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.
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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“In typically developing samples of children, scores on working memory tasks predict reading achievement independently of measures of verbal short-term memory (Swanson and Howell, 2001; Swanson, 2003) and phonological awareness skills (Swanson and 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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