Visuo-spatial working memory and individual differences

By Cesare Cornoldi, Tomaso Vecchi. 2003

332 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fc99bb1041b77212c0dad8a91406320fda83971f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In General Health Professions

Citations in the corpus

Visuospatial working memory in intuitive geometry, and in academic achievement in geometry (2013, methodology): “…in intuitive geometry and geometry learning most powerful VSWM test for predicting performance in intuitive geometry tasks and academic achievement in geometry was the jigsaw puzzle, which requires that participants not only memorize but also manipulate visual information (Cornoldi & Vecchi, 2003).”
The Development of Spatial Skills Through Interventions Involving Block Building Activities (2008, background): “It is possible that the experiences provided by the interventions involving the mental rotation of individual blocks does not transfer to the mental transformation skills required when rotating these more complex figures in visual working memory (Cornoldi & Vecchi, 2003).”
I see it in my hands’ eye: Representational gestures reflect conceptual demands (2007, background): “The organisation and reinterpretation of mental images are processes that involve a high level of executive control and mental activity, compared to more passive processes such as image storage, maintenance, and generation (Cornoldi & Vecchi, 2003).”
Cognitive and Emotional Factors in Children with Mathematical Learning Disabilities (2011, result): “On the basis of the passive/active distinction of memory tasks proposed by Cornoldi and Vecchi (2003), the hypothesis is that only in tasks requiring high-level manipulation of verbal material, and thus with greater involvement of the central executive, will children with MLD be impaired.”
Working memory, fluid intelligence, and science learning (2006, methodology): “Two additional simple memory span tasks have been commonly used to measure the visuospatial storage of WM (Cornoldi & Venville, 2003).”
Visible embodiment: Gestures as simulated action (2008, methodology): “One way to conceptualize variations in imagery is proposed by Cornoldi and Vecchi (2003).”
The differential role of verbal and visuospatial working memory in mathematics and reading (2018, unknown): “Matrices span - Backward (MS-B; Cornoldi & Vecchi, 2003).”
Language, gesture, action! A test of the Gesture as Simulated Action framework (2010, background): “Specifically, the GSA framework follows Cornoldi and Vecchi (2003) in conceptualizing imagery as a continuum involving various amounts of action activation (see Hostetter & Alibali, 2008, Fig.”
Spatial and visual working memory ability in children with difficulties in arithmetic word problem solving (2010, result): “In our view, our results are more successfully interpreted in reference to the continuity model proposed by Cornoldi and Vecchi (2003). This model assumes the existence of two dimensions: a horizontal continuum referring to different types of material (for example, verbal, visual, spatial), and a ve”