The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Exploring the roles of the visual‐spatial sketch pad and central executive in children's arithmetical skills: Views from cognition and developmental neuropsychology
Abstract
Short‐term memory has often been found to play a major role in children's arithmetical skills. However, Bull and Johnston (1997) found that when differences in reading skills were controlled for, short‐term memory, specifically the functioning of the articulatory loop, did not represent a fundamental deficit for children of low mathematical ability. This study examined the role of other working‐memory mechanisms in arithmetical skills, namely the central executive, using the Wisconsin Card Sorting Test (WCST), and the visual‐spatial sketch pad, using the Corsi Blocks. Results showed that children of high and low mathematics ability differed significantly on WCST measures after controlling for differences in reading ability and IQ but did not differ in visual sequential memory. Correlation analyses revealed a significant correlation between arithmetic performance and perseveration measures from the WCST. The implications of this result are discussed in terms of central‐executive functioning and related cognitive and behavioral difficulties.
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Cites
Time required for Judgements of Numerical Inequality
MOYER, R. S., & LANDAUER, T. K. (1967) · Nature · doi:10.1038/2151519a0 · Cited by 2,068
A normative‐developmental study of executive function: A window on prefrontal function in children
Welsh, M. C., Pennington, B. F., & Groisser, D. B. (1991) · Developmental Neuropsychology · doi:10.1080/87565649109540483 · Cited by 1,313
The Development of Working Memory in Normally Achieving and Subtypes of Learning Disabled Children
Siegel, L. S., & Ryan, E. B. (1989) · Child Development · doi:10.2307/1131037 · Cited by 842
Bull, R., & Johnston, R. S. (1997) · Journal of Experimental Child Psychology · doi:10.1006/jecp.1996.2358 · Cited by 381
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Cited by
Bull, R., Espy, K. A., & Wiebe, S. A. (2008) · Developmental Neuropsychology · doi:10.1080/87565640801982312 · Cited by 1,544
Self-citationBull, R., & Scerif, G. (2001) · Developmental Neuropsychology · doi:10.1207/s15326942dn1903_3 · Cited by 1,501
Self-citationExecutive functions and achievements in school: Shifting, updating, inhibition, and working memory
St Clair-Thompson, H. L., & Gathercole, S. E. (2006) · Quarterly Journal of Experimental Psychology · doi:10.1080/17470210500162854 · Cited by 1,278
Executive functions after age 5: Changes and correlates.
Best, J. R., Miller, P. H., & Jones, L. L. (2009) · Developmental Review · doi:10.1016/j.dr.2009.05.002 · Cited by 1,007
Raghubar, K. P., Barnes, M. A., & Hecht, S. A. (2010) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.10.005 · Cited by 975
Metadata
- Authors
- Bull, R., Johnston, R. S., & Roy, J. A.
- Venue
- Developmental Neuropsychology
- Publisher
- Informa UK Limited
- Published
- 1999-01
- Volume
- 15
- Issue
- 3
- Pages
- 421-442
- ISSN
- 1532-6942 (ISSN-L)
- 8756-5641
- OpenAlex
- W2125031507
- Cited by
- 342
- References
- 4
- FWCI
- 6.12
- Type
- journal article
- Language
- en
- Open access
- closed
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- Bull, R., Johnston, R. S., & Roy, J. A. (1999). Exploring the roles of the visual‐spatial sketch pad and central executive in children's arithmetical skills: Views from cognition and developmental neuropsychology. Developmental Neuropsychology. https://doi.org/10.1080/87565649909540759
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