Working memory, short-term memory, and naming speed as predictors of children's mathematical performance

By L. Swanson, Kenny Kim. 2007

226 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/5333d7744d8907799eb534c87fc0711c3c81f9f4

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Statistics and Probability

Citations in the corpus

Mathematics Attitudes and Mathematics Outcomes of U.S. and Belarusian Middle School Students. (2011, background): “This proportion of variation in grades explained by the model is quite high for a noncognitive characteristic, with mathematics performance generally predicted better by intelligence, working memory, and other cognitive attributes (e.g., Swanson & Kim, 2007).”
Individual differences in kindergarten math achievement: The integrative roles of approximation skills and working memory (2013, result): “Consistent with previous research (Bull et al., 2008; De Smedt et al., 2009a; Passolungi et al., 2007; Swanson & Kim, 2007), WM was confirmed to be a significant independent predictor of individual differences in kindergarten math achievement.”
Longitudinal Outcomes for Mathematics Achievement for Students with Learning Disabilities (2011, background): “A number of researchers (eg, Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007; Geary, Hoard, & Hamson, 1999 ; Passolunghi & Siegal, 2001, 2004; L.”
Counting and rapid naming predict the fluency of arithmetic and reading skills (2016, unknown): “…reading (Alloway & Alloway, 2010; de Jong, 1998; Swanson & Howell, 2001; Swanson & Jerman, 2007; Swanson, Trainin, Necoechea, & Hammill, 2003) and arithmetic fluency (Raghubar, Barnes, & Hecht, 2010; Swanson & Kim, 2007), as well as to difficulties in reading and arithmetic (Willcutt et al., 2013).”
The relationship between visuospatial sketchpad capacity and children's mathematical skills (2008, background): “Recent research has further investigated the functional architecture of working memory and its relationship to mathematics performance (Barrouillet & Lepine, 2005 ; Imbo & Vandierendonck, 2007 ; Swanson & Kim, 2007 ).”