title: Working memory and literacy as predictors of performance on algebraic word problems.
abstract: Previous studies on individual differences in mathematical abilities have shown that working memory contributes to early arithmetic performance. In this study, we extended the investigation to algebraic word problem solving. A total of 151 10-year-olds were administered algebraic word problems and measures of working memory, intelligence quotient (IQ), and reading ability. Regression results were consistent with findings from the arithmetic literature showing that a literacy composite measure provided greater contribution than did executive function capacity. However, a series of path analyses showed that the overall contribution of executive function was comparable to that of literacy; the effect of executive function was mediated by that of literacy. Both the phonological loop and the visual spatial sketchpad failed to contribute directly; they contributed only indirectly by way of literacy and performance IQ, respectively.
authors.affiliation: Psychological Studies Academic Group, National Institute of Education, Singapore 637616. klee@nie.edu.sg
authors.forename: Kerry
authors.initials: K
authors.lastname: Lee
authors.forename: Swee-Fong
authors.initials: SF
authors.lastname: Ng
authors.forename: Ee-Lynn
authors.initials: EL
authors.lastname: Ng
authors.forename: Zee-Ying
authors.initials: ZY
authors.lastname: Lim
mesh_terms: D002648:Child; D004522:Educational Status; D005260:Female; D006801:Humans; D008296:Malaysia; D008297:Male; D008433:Mathematics; D008570:Memory, Short-Term; D008960:Models, Psychological; D011340:Problem Solving; D011932:Reading; D012044:Regression Analysis