Exploring Working Memory in Children with Low Arithmetical Achievement.

By Antonella D'Amico, M. Guarnera. 2005

140 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/76ae4b686fc6e35e3a2dd79f1afc63a5e3f61c4e

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. (2010, background): “…span tasks donot consistently differentiate between children with and without math difficulties (Reukhala, 2001; Siegel & Ryan, 1989; Swanson & Beebe-Frankenberger, 2004; van der Sluis, van der Leij, & de Jong, 2005 vs. D'Amico & Guarnera, 2005; Fuchs et al., 2008; Passolunghi & Cornoldi, 2008).”
Brief report—Phonological awareness and visual-spatial sketchpad functioning predict early arithmetic attainment: Evidence from a longitudinal study (2008, result): “…and not reading is consistent with studies that indicate that VSSP functioning is impaired in children with adequate reading but difficulties in arithmetic (e.g., Brandys & Rourke, 1991; Bull et al., 1999; D’Amico & Guarnera, 2005; Fletcher, 1985; McClean & Hitch, 1999; Siegel & Linder, 1984).”
Naming speed and effortful and automatic inhibition in children with arithmetic learning disabilities (2009, background): “…numerical material (D'Amico & Guarnera, 2005; Passolunghi & Siegel, 2001; Swanson&Sachse-Lee, 2001) that is combinedwith a frequently normal performance in span tasks involving linguisticmaterial (Bull & Johnston, 1997; D'Amico & Guarnera, 2005; McLean & Hitch, 1999; Passolunghi & Siegel, 2004).”
Number Magnitude Processing and Basic Cognitive Functions in Children with Mathematical Learning Disabilities. (2012, background): “…of these provide further evidence that MLD children have a deficiency related to simultaneous storage and processing of both linguistic information (words, sentences) and numerical information (digits, dot counting; D'Amico & Guarnera, 2005; Geary et al., 2007; 2008; Passolunghi & Siegel, 2004).”
Cognitive and Emotional Factors in Children with Mathematical Learning Disabilities (2011, background): “The visuo-spatial component also appears to be impaired (D’Amico & Guarnera, 2005; McLean & Hitch, 1999; Passolunghi & Mammarella, 2010; Reuhkala, 2001; Schuchardt, Maehler, & Hasselhorn, 2008; van der Sluis, van der Leij, & de Jong, 2005) in these children.”
Spatial Skills as a Predictor of First Grade Girls' Use of Higher Level Arithmetic Strategies. (2013, background): “Studies have shown that childrenwithmathematics disabilities performworse on tasksmeasuring visual–spatial working memory than typically functioning control children (D'Amico & Guarnera, 2005; Mammarella, Lucangeli, & Cornoldi, 2010; McLean & Hitch, 1999).”