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Updating Working Memory and arithmetical attainment in school

Abstract : Here we wished to determine how the sub-components of Working Memory (Phonological-Loop and Central Executive) influence children's arithmetical development. Specifically, we aimed at distinguishing between Working Memory inhibition and updating processes within the Central Executive, and the domain-specificity (words and numbers) of both subcomponents in a population of children with low attainment in arithmetic and their age matched typically-attaining controls. We show that both groups were similar for phonological loop abilities, while Working Memory updating demonstrated a domain-specific modulation related to the level of children's arithmetical performance. Moreover, inhibition processes interacted with domain-specificity and arithmetical attainment. These results are particularly relevant to the diagnostic assessment of arithmetical ability and should be considered in existing tests of arithmetical development.
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https://halshs.archives-ouvertes.fr/halshs-02960533
Contributor : Teresa Iuculano <>
Submitted on : Wednesday, October 7, 2020 - 5:43:49 PM
Last modification on : Friday, February 26, 2021 - 5:58:02 PM

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Teresa Iuculano, Raffaella Moro, Brian Butterworth. Updating Working Memory and arithmetical attainment in school. Learning and Individual Differences, Elsevier, 2011, 21 (6), pp.655-661. ⟨10.1016/j.lindif.2010.12.002⟩. ⟨halshs-02960533⟩

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