Working memory, attention, and mathematical problem solving: A longitudinal study of elementary school children.
By H. Lee Swanson. 2011
159 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/b75cf42408b1a4cc552ee5925cbcf4a51a96a6b5
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Sarah Keeble
- Sophie Richardson
- J. V. Van Luit
- Michèle M. M. Mazzocco
- Lucy Cragg
- Pekka Räsänen
- S. Toll
- Camilla Gilmore
In Experimental and Cognitive Psychology
- Sarah Keeble
- Sophie Richardson
- J. V. Van Luit
- Michèle M. M. Mazzocco
- Lucy Cragg
- Pekka Räsänen
- S. Toll
- Camilla Gilmore
In Statistics and Probability
- Sarah Keeble
- Sophie Richardson
- J. V. Van Luit
- Michèle M. M. Mazzocco
- Lucy Cragg
- Pekka Räsänen
- S. Toll
- Camilla Gilmore
Citations in the corpus
- The Importance of Additive Reasoning in Children’s Mathematical Achievement: A Longitudinal Study (2017, unknown): “The evidence regarding the close connection between working memory and children’s mathematical achievements are well established (e.g., Alloway & Aloway, 2010; Bull, Espy, & Wiebe, 2008; Geary, 1993; Huttenlocher, Jordan, & Levine, 1994; Rasmussen & Bisanz, 2005; Swanson, 2011; Welsh, Nix, Blair, Bi”
- Contributions of longitudinal studies to evolving definitions and knowledge of developmental dyscalculia (2013, background): “Swanson [80] 6–8 Working memory and arithmetic word problem computation Central executive and phonological memory at age 6 predicted word problem computations at age 8; growth in problem solving was not related to phonological or visuospatial memory.”
- The Developmental Relationship Between Language and Low Early Numeracy Skills Throughout Kindergarten (2014, background): “As a result, another inter esting subject for further studies would be to identify other underlying factors that can explain both language and early numeracy, such as processing time (e.g., Berg, 2008), attention (e.g., Swanson, 2011), and working memory (Passolunghi & Lanfranchi, 2012).”
- Skills underlying mathematics: The role of executive function in the development of mathematics proficiency (2014, unknown): “Progress in mathematics is also related to improvement in executive working memory (Swanson, 2011; Van der Ven, Kroesbergen, Boom, & Leseman, 2012).”
- The role of cognitive inhibition in different components of arithmetic (2015, background): “A smaller number of studies have found that inhibition predicts future success in mathematics (Blair and Razza 2007; Clark et al. 2010; Swanson 2011).”