Cross-Sectional and Incremental Changes in Working Memory and Mathematical Problem Solving.

By H. Lee Swanson. 2006

176 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/d2573c080e3e53d218d03f78f6577f091caa643e

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

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Citations in the corpus

Attentional and Executive Function Behaviours in Children with Poor Working Memory. (2008, background): “…Devalos, Delosh, & Davis, 2004), and also with proposals that working memory may be involved in both the construction of mental models of problem solutions (Johnson- Laird & Byrne, 1991) and the monitoring and manipulation of materials in the course of component mental calculations (Swanson, 2006).”
The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families (2010, methodology): “Fourth, in these developmental models, we included controls for children's developing language skills, in order to verify that associations were not simply due to the common factor of advancing language ability (Jordan, Levine & Huttenlocher, 1995; Swanson, 2006).”
The contributions of working memory and executive functioning to problem representation and solution generation in algebraic word problems (2009, background): “studies have documented strong relationships between individual differences in working memory and performance in arithmetic word problems (Kail & Hall, 1999; Passolunghi & Pazzaglia, 2004; Passolunghi & Siegel, 2001; Swanson, 2006; Swanson, Cooney, & Brock, 1993).”
Working Memory and Academic Learning: Assessment and Intervention (2008, background): “The growth in mathematics problem-solving ability seems to depend significantly on the capacity and development of executive working memory (Swanson, 2006a).”
Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition? (2008, background): “More recently, Swanson (2006) showed that inhibitory control predicted the development of computation but not problem-solving skill.”
The Influence of Relational Knowledge and Executive Function on Preschoolers’ Repeating Pattern Knowledge (2016, result): “Moreover, the association between working memory and repeating patterns is consistent with other research linking working-memory capacity with other aspects of children’s mathematics knowledge (Bull & Lee, 2014; Miller et al., 2013; Swanson, 2006; Welsh et al., 2010).”
Shifting ability predicts math and reading performance in children: A meta-analytical study (2013, background): “Although there is a substantial amount of research linking EF to academic achievement, most studies have focused on the contribution of working memory (Gathercole & Pickering, 2000; Passolunghi, Mammarella, & Altoe, 2008; Swanson, 2006).”
Decision-making Competence, Executive Functioning, and General Cognitive Abilities (2012, unknown): “…& Pickering, 2000; Geary, 2004; Kail & Hall, 1999; Lee, Ng, & Ng, 2009; Lee, Ng, Ng, & Lim, 2004; Lehto, 1995; Passolunghi & Pazzaglia, 2004, 2005; Passolunghi & Siegel, 2001; Raghubar, Barnes, & Hecht, 2010; van der Sluis et al., 2007; St. Clair‐Thompson & Gathercole, 2006, Swanson, 2006).”
Growth in Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties. (2008, background): “In a follow-up analysis of Swanson and Beebe- Frankenberger's (2004) study, Swanson (2006) found that when residual variance related to STM was partialed out in the analysis, the component that best predicted problem solving was the central executive system of WM.”