Working memory predictors of mathematics across the middle primary school years WM and mathematics in children aged 6–10 <i> Katie Allen et al. </i>

Abstract

There is an increasing wealth of literature on the relationship between working memory (WM) and academic attainment in school-aged children. WM can be operationally defined as the capacity to temporarily store and manipulate information, necessary for the completion of complex tasks (Baddeley, [bjep12339-bib-0007]). The model of WM proposed by Baddeley and Hitch ([bjep12339-bib-0009]) has been developed since its conception to include two slave systems, the visuospatial sketchpad and the phonological loop, responsible for the storage and manipulation of visual and verbal information, respectiv