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Contribution of working memory in multiplication fact network in children may shift from verbal to visuo-spatial: a longitudinal investigation
Number facts are commonly assumed to be verbally stored in an associative multiplication fact retrieval network. Prominent evidence for this assumption comes from so-called operand-related errors (e.g., 4 × 6 = 28). However, little is known about the development of this network in children and its r...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2015
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4512035/ https://www.ncbi.nlm.nih.gov/pubmed/26257701 http://dx.doi.org/10.3389/fpsyg.2015.01062 |
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author | Soltanlou, Mojtaba Pixner, Silvia Nuerk, Hans-Christoph |
author_facet | Soltanlou, Mojtaba Pixner, Silvia Nuerk, Hans-Christoph |
author_sort | Soltanlou, Mojtaba |
collection | PubMed |
description | Number facts are commonly assumed to be verbally stored in an associative multiplication fact retrieval network. Prominent evidence for this assumption comes from so-called operand-related errors (e.g., 4 × 6 = 28). However, little is known about the development of this network in children and its relation to verbal and non-verbal memories. In a longitudinal design, we explored elementary school children from grades 3 and 4 in a multiplication verification task with the operand-related and -unrelated distractors. We examined the contribution of multiplicative fact retrieval by verbal and visuo-spatial short-term and working memory (WM). Children in grade 4 showed smaller reaction times in all conditions. However, there was no significant difference in errors between grades. Contribution of verbal and visuo-spatial WM also changed with grade. Multiplication correlated with verbal WM and performance in grade 3 but with visuo-spatial WM and performance in grade 4. We suggest that the relation to verbal WM in grade 3 indicates primary linguistic learning of and access to multiplication in grade 3 which is probably based on verbal repetition of the multiplication table heavily practiced in grades 2 and 3. However, the relation to visuo-spatial semantic WM in grade 4 suggests that there is a shift from verbal to visual and semantic learning in grade 4. This shifting may be induced because later in elementary school, multiplication problems are rather carried out via more written, i.e., visual tasks, which also involve executive functions. More generally, the current data indicates that mathematical development is not generally characterized by a steady progress in performance; rather verbal and non-verbal memory contributions of performance shift over time, probably due to different learning contents. |
format | Online Article Text |
id | pubmed-4512035 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2015 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-45120352015-08-07 Contribution of working memory in multiplication fact network in children may shift from verbal to visuo-spatial: a longitudinal investigation Soltanlou, Mojtaba Pixner, Silvia Nuerk, Hans-Christoph Front Psychol Psychology Number facts are commonly assumed to be verbally stored in an associative multiplication fact retrieval network. Prominent evidence for this assumption comes from so-called operand-related errors (e.g., 4 × 6 = 28). However, little is known about the development of this network in children and its relation to verbal and non-verbal memories. In a longitudinal design, we explored elementary school children from grades 3 and 4 in a multiplication verification task with the operand-related and -unrelated distractors. We examined the contribution of multiplicative fact retrieval by verbal and visuo-spatial short-term and working memory (WM). Children in grade 4 showed smaller reaction times in all conditions. However, there was no significant difference in errors between grades. Contribution of verbal and visuo-spatial WM also changed with grade. Multiplication correlated with verbal WM and performance in grade 3 but with visuo-spatial WM and performance in grade 4. We suggest that the relation to verbal WM in grade 3 indicates primary linguistic learning of and access to multiplication in grade 3 which is probably based on verbal repetition of the multiplication table heavily practiced in grades 2 and 3. However, the relation to visuo-spatial semantic WM in grade 4 suggests that there is a shift from verbal to visual and semantic learning in grade 4. This shifting may be induced because later in elementary school, multiplication problems are rather carried out via more written, i.e., visual tasks, which also involve executive functions. More generally, the current data indicates that mathematical development is not generally characterized by a steady progress in performance; rather verbal and non-verbal memory contributions of performance shift over time, probably due to different learning contents. Frontiers Media S.A. 2015-07-23 /pmc/articles/PMC4512035/ /pubmed/26257701 http://dx.doi.org/10.3389/fpsyg.2015.01062 Text en Copyright © 2015 Soltanlou, Pixner and Nuerk. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Soltanlou, Mojtaba Pixner, Silvia Nuerk, Hans-Christoph Contribution of working memory in multiplication fact network in children may shift from verbal to visuo-spatial: a longitudinal investigation |
title | Contribution of working memory in multiplication fact network in children may shift from verbal to visuo-spatial: a longitudinal investigation |
title_full | Contribution of working memory in multiplication fact network in children may shift from verbal to visuo-spatial: a longitudinal investigation |
title_fullStr | Contribution of working memory in multiplication fact network in children may shift from verbal to visuo-spatial: a longitudinal investigation |
title_full_unstemmed | Contribution of working memory in multiplication fact network in children may shift from verbal to visuo-spatial: a longitudinal investigation |
title_short | Contribution of working memory in multiplication fact network in children may shift from verbal to visuo-spatial: a longitudinal investigation |
title_sort | contribution of working memory in multiplication fact network in children may shift from verbal to visuo-spatial: a longitudinal investigation |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4512035/ https://www.ncbi.nlm.nih.gov/pubmed/26257701 http://dx.doi.org/10.3389/fpsyg.2015.01062 |
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