Children’s Verbal, Visual and Spatial Processing and Storage Abilities: An Analysis of Verbal Comprehension, Reading, Counting and Mathematics

The importance of working memory (WM) in reading and mathematics performance has been widely studied, with recent research examining the components of WM (i.e., storage and processing) and their roles in these educational outcomes. However, the differing relationships between these abilities and the...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Rebecca Gordon, James H. Smith-Spark, Elizabeth J. Newton, Lucy A. Henry
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	working memory education visual processing spatial storage, spatial processing, visual storage verbal processing verbal storage Psychology BF1-990
Acceso en línea:	https://doaj.org/article/2c4da9ddfd1a41cda9a2113ac3cd197c
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:2c4da9ddfd1a41cda9a2113ac3cd197c
record_format	dspace
spelling	oai:doaj.org-article:2c4da9ddfd1a41cda9a2113ac3cd197c2021-12-03T06:08:43ZChildren’s Verbal, Visual and Spatial Processing and Storage Abilities: An Analysis of Verbal Comprehension, Reading, Counting and Mathematics1664-107810.3389/fpsyg.2021.732182https://doaj.org/article/2c4da9ddfd1a41cda9a2113ac3cd197c2021-12-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.732182/fullhttps://doaj.org/toc/1664-1078The importance of working memory (WM) in reading and mathematics performance has been widely studied, with recent research examining the components of WM (i.e., storage and processing) and their roles in these educational outcomes. However, the differing relationships between these abilities and the foundational skills involved in the development of reading and mathematics have received less attention. Additionally, the separation of verbal, visual and spatial storage and processing and subsequent links with foundational skills and downstream reading and mathematics has not been widely examined. The current study investigated the separate contributions of processing and storage from verbal, visual and spatial tasks to reading and mathematics, whilst considering influences on the underlying skills of verbal comprehension and counting, respectively. Ninety-two children aged 7- to 8-years were assessed. It was found that verbal comprehension (with some caveats) was predicted by verbal storage and reading was predicted by verbal and spatial storage. Counting was predicted by visual processing and storage, whilst mathematics was related to verbal and spatial storage. We argue that resources for tasks relying on external representations of stimuli related mainly to storage, and were largely verbal and spatial in nature. When a task required internal representation, there was a draw on visual processing and storage abilities. Findings suggest a possible meaningful separability of types of processing. Further investigation of this could lead to the development of an enhanced WM model, which might better inform interventions and reasonable adjustments for children who struggle with reading and mathematics due to WM deficits.Rebecca GordonJames H. Smith-SparkElizabeth J. NewtonLucy A. HenryFrontiers Media S.A.articleworking memoryeducationvisual processingspatial storage, spatial processing, visual storageverbal processingverbal storagePsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	working memory education visual processing spatial storage, spatial processing, visual storage verbal processing verbal storage Psychology BF1-990
spellingShingle	working memory education visual processing spatial storage, spatial processing, visual storage verbal processing verbal storage Psychology BF1-990 Rebecca Gordon James H. Smith-Spark Elizabeth J. Newton Lucy A. Henry Children’s Verbal, Visual and Spatial Processing and Storage Abilities: An Analysis of Verbal Comprehension, Reading, Counting and Mathematics
description	The importance of working memory (WM) in reading and mathematics performance has been widely studied, with recent research examining the components of WM (i.e., storage and processing) and their roles in these educational outcomes. However, the differing relationships between these abilities and the foundational skills involved in the development of reading and mathematics have received less attention. Additionally, the separation of verbal, visual and spatial storage and processing and subsequent links with foundational skills and downstream reading and mathematics has not been widely examined. The current study investigated the separate contributions of processing and storage from verbal, visual and spatial tasks to reading and mathematics, whilst considering influences on the underlying skills of verbal comprehension and counting, respectively. Ninety-two children aged 7- to 8-years were assessed. It was found that verbal comprehension (with some caveats) was predicted by verbal storage and reading was predicted by verbal and spatial storage. Counting was predicted by visual processing and storage, whilst mathematics was related to verbal and spatial storage. We argue that resources for tasks relying on external representations of stimuli related mainly to storage, and were largely verbal and spatial in nature. When a task required internal representation, there was a draw on visual processing and storage abilities. Findings suggest a possible meaningful separability of types of processing. Further investigation of this could lead to the development of an enhanced WM model, which might better inform interventions and reasonable adjustments for children who struggle with reading and mathematics due to WM deficits.
format	article
author	Rebecca Gordon James H. Smith-Spark Elizabeth J. Newton Lucy A. Henry
author_facet	Rebecca Gordon James H. Smith-Spark Elizabeth J. Newton Lucy A. Henry
author_sort	Rebecca Gordon
title	Children’s Verbal, Visual and Spatial Processing and Storage Abilities: An Analysis of Verbal Comprehension, Reading, Counting and Mathematics
title_short	Children’s Verbal, Visual and Spatial Processing and Storage Abilities: An Analysis of Verbal Comprehension, Reading, Counting and Mathematics
title_full	Children’s Verbal, Visual and Spatial Processing and Storage Abilities: An Analysis of Verbal Comprehension, Reading, Counting and Mathematics
title_fullStr	Children’s Verbal, Visual and Spatial Processing and Storage Abilities: An Analysis of Verbal Comprehension, Reading, Counting and Mathematics
title_full_unstemmed	Children’s Verbal, Visual and Spatial Processing and Storage Abilities: An Analysis of Verbal Comprehension, Reading, Counting and Mathematics
title_sort	children’s verbal, visual and spatial processing and storage abilities: an analysis of verbal comprehension, reading, counting and mathematics
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/2c4da9ddfd1a41cda9a2113ac3cd197c
work_keys_str_mv	AT rebeccagordon childrensverbalvisualandspatialprocessingandstorageabilitiesananalysisofverbalcomprehensionreadingcountingandmathematics AT jameshsmithspark childrensverbalvisualandspatialprocessingandstorageabilitiesananalysisofverbalcomprehensionreadingcountingandmathematics AT elizabethjnewton childrensverbalvisualandspatialprocessingandstorageabilitiesananalysisofverbalcomprehensionreadingcountingandmathematics AT lucyahenry childrensverbalvisualandspatialprocessingandstorageabilitiesananalysisofverbalcomprehensionreadingcountingandmathematics
_version_	1718373862129795072

Children’s Verbal, Visual and Spatial Processing and Storage Abilities: An Analysis of Verbal Comprehension, Reading, Counting and Mathematics

Ejemplares similares