Are mathematics disabilities due to a domain-general or a domain-specific working memory deficit?
The relationship between verbal and visual-spatial working memory and mathematical computation skill was examined in children and adults with and without disabilities in mathematics. A hierarchical regression analysis showed that, when partialing for the influence of reading ability, age, and gender, mathematical computation was better predicted by verbal than by visual-spatial working memory. Furthermore, the results showed that the relationship between mathematics ability and working memory were not significantly moderated by age but were stable across a broad age span. We concluded that, regardless of age, deficits in mathematics are mediated by both a domain-general and a domain-specific working memory system.
Wilson
K M
KM
University of California-Riverside, 92521, USA.
Swanson
H L
HL
D000293:Adolescent; D000328:Adult; D001288:Attention; D002648:Child; D004410:Dyslexia / Q000175:diagnosis* / Q000523:psychology; D004522:Educational Status; D005260:Female; D005793:Generalization, Psychological; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis* / Q000523:psychology; D008297:Male; D008433:Mathematics; D008570:Memory, Short-Term; D008875:Middle Aged; D009949:Orientation; D010364:Pattern Recognition, Visual; D011340:Problem Solving; D011594:Psychometrics / Q000706:statistics & numerical data; D012044:Regression Analysis; D012691:Serial Learning; D014706:Verbal Learning