Contribution of working memory components to efficiency in simple arithmetic during school age Contribución de los componentes de la memoria de trabajo a la eficiencia en aritmética básica durante la edad escolar
Author
dc.contributor.author
Castro, Danilka
Author
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Amor, Valeska
Author
dc.contributor.author
Gómez, David Maximiliano
Author
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Dartnell, Pablo
Admission date
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2019-03-18T12:01:03Z
Available date
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2019-03-18T12:01:03Z
Publication date
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2017
Cita de ítem
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Psykhe, Volumen 26, Issue 2, 2018,
Identifier
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07182228
Identifier
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07170297
Identifier
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10.7764/psykhe.26.2.1141
Identifier
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https://repositorio.uchile.cl/handle/2250/167327
Abstract
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Although several studies have provided evidence for the relation between working memory (WM) and arithmetic performance, results are still inconsistent. The aim of this study was to evaluate the unique contribution of each component of WM (phonological loop, visuo-spatial sketchpad and central executive) to the explained variance of efficiency in simple arithmetic during different moments of school-age development. WM tasks were used to evaluate 285 students (M age = 9.58 years, SD = 1.79), with and without difficulties in simple arithmetic, from 5 schools in Santiago and Chillán, Chile. Hierarchical regression analyses showed that each WM component contributes differently to the variance of efficiency in simple arithmetic; however, this contribution varies throughout students' school-age development. Variance analysis showed differences in WM functioning between students with and without difficulties in arithmetic, which suggests that the origin of such difficulties may be strongly li
Contribution of working memory components to efficiency in simple arithmetic during school age Contribución de los componentes de la memoria de trabajo a la eficiencia en aritmética básica durante la edad escolar