International Journal of Psychology vol:43 issue:3-4 pages:735-736
International Conference of Psychology edition:19 location:Berlin, Germany date:20-25 July
This longitudinal study examined the relationship between working memory (WM) at the start of first grade and later individual differences math achievement in elementary school (N=106). WM-measures were administered at the start of first grade. Math achievement was assessed at the middle of first grade and the start of second grade. Results revealed that WM was significantly related to math achievement in both grades. Hierarchical regression analyses, controlling for IQ, showed that the visuospatial sketchpad and the central executive were unique predictors of first-grade math achievement, whereas the phonological loop was the only WM-component that uniquely predicted second-grade math achievement.