Developmental gains in visuospatial memory predict gains in mathematics achievement
Visuospatial competencies are related to performance in mathematical domains in adulthood, but are not consistently related to mathematics achievement in children. We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospati...
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| Veröffentlicht in: | PloS one 2013-07, Vol.8 (7), p.e70160-e70160 |
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| description | Visuospatial competencies are related to performance in mathematical domains in adulthood, but are not consistently related to mathematics achievement in children. We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospatial memory have an advantage over other children in mathematics. The study involved the assessment of the mathematics and reading achievement of 177 children in kindergarten to fifth grade, inclusive, and their working memory capacity and processing speed in first and fifth grade. Intelligence was assessed in first grade and their second to fourth grade teachers reported on their in-class attentive behavior. Developmental gains in visuospatial memory span (d = 2.4) were larger than gains in the capacity of the central executive (d = 1.6) that in turn were larger than gains in phonological memory span (d = 1.1). First to fifth grade gains in visuospatial memory and in speed of numeral processing predicted end of fifth grade mathematics achievement, as did first grade central executive scores, intelligence, and in-class attentive behavior. The results suggest there are important individual differences in the rate of growth of visuospatial memory during childhood and that these differences become increasingly important for mathematics learning. |
| doi_str_mv | 10.1371/journal.pone.0070160 |
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We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospatial memory have an advantage over other children in mathematics. The study involved the assessment of the mathematics and reading achievement of 177 children in kindergarten to fifth grade, inclusive, and their working memory capacity and processing speed in first and fifth grade. Intelligence was assessed in first grade and their second to fourth grade teachers reported on their in-class attentive behavior. Developmental gains in visuospatial memory span (d = 2.4) were larger than gains in the capacity of the central executive (d = 1.6) that in turn were larger than gains in phonological memory span (d = 1.1). First to fifth grade gains in visuospatial memory and in speed of numeral processing predicted end of fifth grade mathematics achievement, as did first grade central executive scores, intelligence, and in-class attentive behavior. The results suggest there are important individual differences in the rate of growth of visuospatial memory during childhood and that these differences become increasingly important for mathematics learning.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0070160</identifier><identifier>PMID: 23936154</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Achievement ; Achievement tests ; Age ; Aptitude - physiology ; Attention - physiology ; Attention Deficit Hyperactivity Disorder ; Biology ; Child ; Child Development - physiology ; Children ; Children & youth ; Dyslexia ; Elementary school students ; Female ; Gender differences ; Humans ; Individual differences ; Individuality ; Intelligence ; Kindergarten ; Learning ; Learning - physiology ; Learning disabilities ; Male ; Mathematical analysis ; Mathematical problems ; Mathematics ; Medicine ; Memory ; Memory, Short-Term - physiology ; Neuropsychological Tests ; Phonetics ; Phonological memory ; Problem solving ; Problem Solving - physiology ; Quality ; Reading ; Reading achievement ; Short term memory ; Skills ; Social and Behavioral Sciences ; Spatial memory ; Studies</subject><ispartof>PloS one, 2013-07, Vol.8 (7), p.e70160-e70160</ispartof><rights>2013 Li, Geary. This is an open-access article distributed under the terms of the Creative Commons Attribution License: https://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2013 Li, Geary 2013 Li, Geary</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c526t-e592aa0a08dfd67268a59969b0c99fda5e6532986b9cf0f11c57320bdf5701323</citedby><cites>FETCH-LOGICAL-c526t-e592aa0a08dfd67268a59969b0c99fda5e6532986b9cf0f11c57320bdf5701323</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC3729464/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC3729464/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,723,776,780,860,881,2096,2915,23847,27903,27904,53769,53771,79346,79347</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/23936154$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Paterson, Kevin</contributor><creatorcontrib>Li, Yaoran</creatorcontrib><creatorcontrib>Geary, David C</creatorcontrib><title>Developmental gains in visuospatial memory predict gains in mathematics achievement</title><title>PloS one</title><addtitle>PLoS One</addtitle><description>Visuospatial competencies are related to performance in mathematical domains in adulthood, but are not consistently related to mathematics achievement in children. We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospatial memory have an advantage over other children in mathematics. The study involved the assessment of the mathematics and reading achievement of 177 children in kindergarten to fifth grade, inclusive, and their working memory capacity and processing speed in first and fifth grade. Intelligence was assessed in first grade and their second to fourth grade teachers reported on their in-class attentive behavior. Developmental gains in visuospatial memory span (d = 2.4) were larger than gains in the capacity of the central executive (d = 1.6) that in turn were larger than gains in phonological memory span (d = 1.1). First to fifth grade gains in visuospatial memory and in speed of numeral processing predicted end of fifth grade mathematics achievement, as did first grade central executive scores, intelligence, and in-class attentive behavior. The results suggest there are important individual differences in the rate of growth of visuospatial memory during childhood and that these differences become increasingly important for mathematics learning.</description><subject>Achievement</subject><subject>Achievement tests</subject><subject>Age</subject><subject>Aptitude - physiology</subject><subject>Attention - physiology</subject><subject>Attention Deficit Hyperactivity Disorder</subject><subject>Biology</subject><subject>Child</subject><subject>Child Development - physiology</subject><subject>Children</subject><subject>Children & youth</subject><subject>Dyslexia</subject><subject>Elementary school students</subject><subject>Female</subject><subject>Gender differences</subject><subject>Humans</subject><subject>Individual differences</subject><subject>Individuality</subject><subject>Intelligence</subject><subject>Kindergarten</subject><subject>Learning</subject><subject>Learning - physiology</subject><subject>Learning disabilities</subject><subject>Male</subject><subject>Mathematical analysis</subject><subject>Mathematical problems</subject><subject>Mathematics</subject><subject>Medicine</subject><subject>Memory</subject><subject>Memory, Short-Term - 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physiology</topic><topic>Attention - physiology</topic><topic>Attention Deficit Hyperactivity Disorder</topic><topic>Biology</topic><topic>Child</topic><topic>Child Development - physiology</topic><topic>Children</topic><topic>Children & youth</topic><topic>Dyslexia</topic><topic>Elementary school students</topic><topic>Female</topic><topic>Gender differences</topic><topic>Humans</topic><topic>Individual differences</topic><topic>Individuality</topic><topic>Intelligence</topic><topic>Kindergarten</topic><topic>Learning</topic><topic>Learning - physiology</topic><topic>Learning disabilities</topic><topic>Male</topic><topic>Mathematical analysis</topic><topic>Mathematical problems</topic><topic>Mathematics</topic><topic>Medicine</topic><topic>Memory</topic><topic>Memory, Short-Term - physiology</topic><topic>Neuropsychological Tests</topic><topic>Phonetics</topic><topic>Phonological memory</topic><topic>Problem solving</topic><topic>Problem Solving - physiology</topic><topic>Quality</topic><topic>Reading</topic><topic>Reading achievement</topic><topic>Short term memory</topic><topic>Skills</topic><topic>Social and Behavioral Sciences</topic><topic>Spatial memory</topic><topic>Studies</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Li, Yaoran</creatorcontrib><creatorcontrib>Geary, David C</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>Animal Behavior Abstracts</collection><collection>Bacteriology Abstracts (Microbiology B)</collection><collection>Biotechnology Research Abstracts</collection><collection>Nursing & Allied Health Database</collection><collection>Ecology Abstracts</collection><collection>Entomology Abstracts (Full archive)</collection><collection>Immunology Abstracts</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>Meteorological & Geoastrophysical Abstracts</collection><collection>Nucleic Acids Abstracts</collection><collection>Virology and AIDS Abstracts</collection><collection>Agricultural Science Collection</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Medical Database (Alumni Edition)</collection><collection>ProQuest Pharma Collection</collection><collection>Public Health Database</collection><collection>Technology Research Database</collection><collection>ProQuest SciTech Collection</collection><collection>ProQuest Technology Collection</collection><collection>ProQuest Natural Science Collection</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Materials Science & Engineering Collection</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest One Sustainability</collection><collection>ProQuest Central UK/Ireland</collection><collection>Advanced Technologies & Aerospace Collection</collection><collection>Agricultural & Environmental Science Collection</collection><collection>ProQuest Central Essentials</collection><collection>Biological Science Collection</collection><collection>ProQuest Central</collection><collection>Technology Collection</collection><collection>Natural Science Collection</collection><collection>Environmental Sciences and Pollution Management</collection><collection>ProQuest One Community College</collection><collection>ProQuest Materials Science Collection</collection><collection>ProQuest Central Korea</collection><collection>Engineering Research Database</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>AIDS and Cancer Research Abstracts</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Materials Science Database</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Meteorological & Geoastrophysical Abstracts - 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Academic</collection><collection>PubMed Central (Full Participant titles)</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>PloS one</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Li, Yaoran</au><au>Geary, David C</au><au>Paterson, Kevin</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Developmental gains in visuospatial memory predict gains in mathematics achievement</atitle><jtitle>PloS one</jtitle><addtitle>PLoS One</addtitle><date>2013-07-31</date><risdate>2013</risdate><volume>8</volume><issue>7</issue><spage>e70160</spage><epage>e70160</epage><pages>e70160-e70160</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>Visuospatial competencies are related to performance in mathematical domains in adulthood, but are not consistently related to mathematics achievement in children. We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospatial memory have an advantage over other children in mathematics. The study involved the assessment of the mathematics and reading achievement of 177 children in kindergarten to fifth grade, inclusive, and their working memory capacity and processing speed in first and fifth grade. Intelligence was assessed in first grade and their second to fourth grade teachers reported on their in-class attentive behavior. Developmental gains in visuospatial memory span (d = 2.4) were larger than gains in the capacity of the central executive (d = 1.6) that in turn were larger than gains in phonological memory span (d = 1.1). First to fifth grade gains in visuospatial memory and in speed of numeral processing predicted end of fifth grade mathematics achievement, as did first grade central executive scores, intelligence, and in-class attentive behavior. The results suggest there are important individual differences in the rate of growth of visuospatial memory during childhood and that these differences become increasingly important for mathematics learning.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>23936154</pmid><doi>10.1371/journal.pone.0070160</doi><oa>free_for_read</oa></addata></record> |
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| subjects | Achievement Achievement tests Age Aptitude - physiology Attention - physiology Attention Deficit Hyperactivity Disorder Biology Child Child Development - physiology Children Children & youth Dyslexia Elementary school students Female Gender differences Humans Individual differences Individuality Intelligence Kindergarten Learning Learning - physiology Learning disabilities Male Mathematical analysis Mathematical problems Mathematics Medicine Memory Memory, Short-Term - physiology Neuropsychological Tests Phonetics Phonological memory Problem solving Problem Solving - physiology Quality Reading Reading achievement Short term memory Skills Social and Behavioral Sciences Spatial memory Studies |
| title | Developmental gains in visuospatial memory predict gains in mathematics achievement |
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