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
Citations
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Cited by
Sorted by citations
Investigating the predictive roles of working memory and IQ in academic attainment
Alloway, T. P., & Alloway, R. G. (2009) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2009.11.003 · Cited by 1,489
Is working memory training effective?
Shipstead, Z., Redick, T. S., & Engle, R. W. (2012) · Psychological Bulletin · doi:10.1037/a0027473 · Cited by 1,101
“By kindergarten, WM capacity is predictive of Gf (Engel de Abreu et al., 2010), and individual differences in WM capacity predict children's verbal and mathematical aptitude (Cowan et al., 2005; Gathercole & Pickering, 2000; Swanson & Beebe-Frankenberger, 2004).”
BackgroundRaghubar, K. P., Barnes, M. A., & Hecht, S. A. (2010) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.10.005 · Cited by 975
“…IQb Readingb DS backward WRAT-3 Arithmetic Siegel and Ryan (1989) Child, ID IQb Readingb Listening span comp., Counting span WRAT Arithmetic Swanson and Beebe-Frankenberger (2004) Child, ID, and Predictor of word problem solving ability Nonverbal IQa,c Algorithm knowledgec Math…”
BackgroundInfluentialEarly Identification and Interventions for Students With Mathematics Difficulties
Gersten, R. M., Jordan, N. C., & Flojo, J. R. (2005) · Journal of Learning Disabilities · doi:10.1177/00222194050380040301 · Cited by 828
“Several other researchers have also found that problems with numerical digit span have been identified with MD (Geary & Brown, 1991; Siegel & Ryan, 1988; Swanson & Beebe-Frankenberger, 2004 ).”
BackgroundWorking memory in children with reading disabilities
Gathercole, S. E., Alloway, T. P., Willis, C., & Adams, A.-M. (2006) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2005.08.003 · Cited by 795
“The independence of the working memory association with severity of learning diYculties from phonological awareness skills is also consistent with other Wndings from studies of children with learning diYculties (e.g., Swanson & Beebe-Frankenberger, 2004).”
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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