Working Memory Contributes Differently to Arithmetic Fact Retrieval in Children With and Without Mathematical Disability

• In Event: 61.083 - Working Memory and Learning Disabilities

Abstract

Children with mathematical learning disabilities (MLD) often exhibit difficulties even when solving simple addition and subtraction problems (e.g., 2 + 4). These problems are attributed to deficits in storing and retrieving arithmetic facts from long-term memory (e.g., Geary, 2004). Indeed, deficits in arithmetic fact retrieval have been reported for children with MLD in a bulk of studies (e.g., Geary, Hoard, Bailey, 2012; Schuchardt & Mähler, 2010). However, little is known about the cognitive mechanisms the children draw upon when solving these simple addition and subtraction problems. Since arithmetic fact retrieval can be considered a building block for complex mathematical problem solving (e.g., Geary, 2004), it is yet important to gain a deeper understanding of the cognitive mechanisms that predict fact retrieval in children with and without MLD. Working memory is hypothesized to be one of the factors involved (Geary, 2004). Thus, the purpose of the study was to examine (a) which components of working memory (phonological loop, visual-spatial sketchpad, central executive) best predict arithmetic fact retrieval and (b) whether the predictive role of WM differs for children with and without MLD.
220 third-graders participated in the study. Of these, 120 were diagnosed with MLD (IQ > 85; mathematical skills < 16th percentile) and 100 children met the criteria for the control group (IQ > 85; mathematical skills > 25th percentile). All children completed a comprehensive working memory assessment, as well as standardized measures of arithmetic fact retrieval and nonverbal intelligence.
The structural equation modeling (SEM) yielded two important findings: For children without MLD, differences in arithmetic fact retrieval were best captured by the functioning of the visual-spatial sketchpad and nonverbal intelligence. In children with MLD, however, only the central executive significantly contributed to performance in fact retrieval. Overall, these results suggest that children with MLD draw on other WM processes when solving simple addition and subtraction problems than children without MLD.
To date, little is known about the cognitive factors that underlie arithmetic fact retrieval in children with and without MLD. The current study addressed this issue by investigating whether domain-general learning skills such as working memory and IQ, which have been found reliable to predict complex mathematic skills (e.g., word problem solving; Swanson, 2004), also contribute significantly to simple addition and subtraction.

References
Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37(4), 4-15.

Geary, D. C., Hoard, M. K., & Bailey, D. H. (2012). Fact retrieval deficits in low achieving children and children with mathematical learning disability. Journal of Learning Disabilities, 45(4), 291-307.

Schuchardt, K., & Mähler, C. (2010). Unterscheiden sich Subgruppem rechengestörter Kinder in ihrer Arbeitsgedächtniskapazität, im baslaen arithmetischen Faktenwissen und in den numerischen Basiskompetenzen? Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 42(4), 217-225.

Swanson, H. L. (2004). Working memory and phonological processing as predictors of children’s mathematical problem solving at different ages. Memory & Cognition, 32(4), 648-661.

Authors

• Janin Brandenburg, German Institute for International Educational Research

• Julia Klesczewski

• Marcus Hasselhorn, German Institute for International Educational Research