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RESEARCH PRODUCT

Working memory and children’s use of retrieval to solve addition problems

Pierre BarrouilletRaphaelle Lépine

subject

MaleAnalysis of VarianceWorking memoryLong-term memoryReading (computer)Short-term memoryExperimental and Cognitive PsychologyCognitionChild developmentChild DevelopmentReadingMemoryMental RecallReaction TimeDevelopmental and Educational PsychologyMemory spanHumansMathematical abilityFemaleChildPsychologyMathematicsProblem SolvingCognitive psychology

description

This study tested the hypothesis that children with high working memory capacities solve single-digit additions by direct retrieval of the answers from long-term memory more often than do children with low working memory capacities. Counting and reading letter span tasks were administered to groups of third-grade (mean age=107 months) and fourth-grade (mean age=118 months) children who were also asked to solve 40 single-digit additions. High working memory capacity was associated with more frequent use of retrieval and faster responses in solving additions. The effect of span on the use of retrieval increased with the size of the minimum addend. The relation between working memory measures and use and speed of retrieval did not depend on the numerical or verbal nature of the working memory task. Implications for developmental theories of cognitive arithmetic and theories of working memory are discussed.

yearjournalcountryeditionlanguage
2005-01-04Journal of Experimental Child Psychology
https://doi.org/10.1016/j.jecp.2005.03.002