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

By H. Lee Swanson, O. Jerman, Xinhua Zheng, Georgia L. Doukas, Diana Dowds, Rebecca M. Gregg, Krista Healy, Crystal B. Howard, J. Lyons, Kelly Rosston and 4 more. 2008

265 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/4e77330389d393201534b5b84165f096b68345e6

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Citations in the corpus

The Effects of Mathematics Strategy Instruction for Children with Serious Problem-Solving Difficulties (2014, methodology): “…research has shown consistent differences between children with and without MD on the executive component of working memory (Swanson & Beebe-Frankenberger, 2004; Swanson et al., 2008), we administered three working-memory tasks (discussed below) and compared the composite scores (see Table 1).”
Spatial and visual working memory ability in children with difficulties in arithmetic word problem solving (2010, methodology): “This methodology has been used in previous studies and allows strengths and weaknesses of children with problem-solving difficulties to be found (Bull & Johnston, 1997; Hitch & McAuley, 1991; McLean & Hitch, 1999; Siegel & Ryan, 1989; Swanson et al., 2008).”
The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families (2010, background): “Specifically, Swanson and colleagues (Swanson & Jerman, 2007; Swanson et al., 2008) followed children from Grades 1–3 and found that early working memory supported the development of children’s problem-solving abilities, independent of the influence of the phonological system and long-term memory.”
The Effect of Explicit and Direct Generative Strategy Training and Working Memory on Word Problem-Solving Accuracy in Children at Risk for Math Difficulties (2014, result): “The results are consistent with the notion that knowing how to recognize and represent relational statements is significantly correlated with a student’s problemsolving performance (Mayer et al., 1992) as well as WMC skill (Swanson et al., 2008).”
Fluid Intelligence as a Predictor of Learning: A Longitudinal Multilevel Approach Applied to Math. (2010, background): “This evidence is in accordance with similar findings from previous research using growth curve modeling that encountered a correlation between rate of change (Willett, 1989, 1997) and intelligence factors (Swanson et al., 2008; Voelkle et al., 2006).”
A Meta-Analysis of the Relation Between RAN and Mathematics (2017, background): “The number of studies using RAN as a predictor of mathematics performance has steadily increased over the last decade (e.g., Berg, 2008; Cirino, 2011; Geary, 2011; Georgiou et al., 2013; Hecht, Torgesen, Wagner, & Rashotte, 2001; Koponen et al., 2007, 2013; Swanson et al., 2008).”
What’s the best way to characterize the relationship between working memory and achievement?: An initial examination of competing theories. (2020, background): “Regarding the literature in this area, Swanson, Jerman, and Zheng (2008) investigated the role of growth in working memory in solving math problems, including skills like assessing problem solving ability, achievement, and students’ working memory, inhibition, naming speed, and phonological coding…”
Multiple components of developmental dyscalculia (2013, background): “In fact, the heterogenous nature of DD better fits theories which describe it as consequence of impairments of domain-general phenomena including working memory [24,48,12,46,37] and attention [6].”
Pathways to mathematics: longitudinal predictors of performance. (2010, methodology): “As the Pathways model is further developed to encompass learning trajectories and related processes, a more detailed account of how working memory and related attentional processes are important will become critical (Geary et al., 2007; Swanson et al., 2008).”
Cognitive Predictors of Achievement Growth in Mathematics: A Five Year Longitudinal Study (2011, unknown): “The finding that the visuospatial representational system predicted mathematics but not reading achievement, holding other domain general abilities constant, strengthens results from other studies and extends them to learning across the elementary school years (Bull et al., 2008; De Smedt et al., 20”