Does strategy knowledge influence working memory in children with mathematical disabilities?

Journal of Learning Disabilities

Volumn 34, Issue 5, 2001, Pages 418-434

  Keeler, Marsha L ^b   Swanson, H Lee ^a,b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

APTITUDE; ARTICLE; CHILD; EDUCATION; FEMALE; HUMAN; LEARNING DISORDER; MALE; MATHEMATICS; ORIENTATION; PATTERN RECOGNITION; PROBLEM SOLVING; SHORT TERM MEMORY; SOCIOECONOMICS;

APTITUDE; CHILD; EDUCATION, SPECIAL; EDUCATIONAL STATUS; FEMALE; HUMANS; LEARNING DISORDERS; MALE; MATHEMATICS; MEMORY, SHORT-TERM; ORIENTATION; PATTERN RECOGNITION, VISUAL; PROBLEM SOLVING; RESEARCH SUPPORT, NON-U.S. GOV'T; STATISTICS;

EID: 0040746590     PISSN: 14690047     EISSN: None     Source Type: Journal    
DOI: 10.1177/002221940103400504     Document Type: Article

References (36)

1. Baddeley, A. D. (1986). Working memory. Oxford, UK: Clarendon.
2. Baddeley, A. D. (1996). Exploring the central executive. The Quarterly Journal of Experimental Psychology, 49a, 5-28.
3. Baddeley, A. D., & Logie, R. H. (1999). The multiple-component model. In A. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 28-61). Cambridge, UK: Cambridge University Press.
4. Bull, R., & Johnston, R. S. (1997). Children's arithmetic difficulties: Contributions from processing speed, item identification, and short-term memory. Journal of Experimental Child Psychology, 65, 1-24.
5. Bull, R., Johnston, R. S., & Roy, J. A. (1999). Exploring the roles of the visual-spatial sketch pad and central executive in children's arithemetical skills: Views from cognition and developmental neuropsychology. Developmental Neuropsychology, 15, 421-442.
6. Chiappe, P., Hasher, L., & Siegel, L. (2000). Working memory, inhibitory control and reading disability. Memory & Cognition, 28, 8-17.
7. Coyle, T. R., Read, L. E., Gaultney, J. F., & Bjorklund, D. F. (1998). Giftedness and variability in strategic processing on a multitrial memory task: Evidence for stability in gifted cognition. Learning and Individual Differences, 10, 273-290.
8. Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466.
9. Engle, R. W., Cantor, J., & Carullo, J. J. (1992). Individual differences in working memory and comprehension: A test of four hypotheses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 972-992.
10. Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102, 211-245.
11. Geary, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological and genetic components. Psychological Bulletin, 114, 345-362.
12. Geary, D. C., & Brown, S. C. (1991). Cognitive addition: Strategy choice and speed-of-processing differences in gifted, normal, and mathematically disabled children. Developmental Psychology, 27, 398-406.
13. Geary, D. C., Brown, S. C., & Samaranayake, V. A. (1991). Cognitive addition: A short longitudinal study of strategy choice and speed-of-processing differences in normal and mathematically disabled children. Developmental Psychology, 27, 787-797.
14. Hasher, L., Zacks, R. T., & May, C. P. (1999). Inhibitory control, circadian arousal, and age. In D. Gopher & A. Koriat (Eds.), Attention and performance XVII: Cognitive regulation of performance: Interaction of theory and application (pp. 653-675). Cambridge, MA: MIT Press.
15. Hitch, G. J., & McAuley, E. (1991). Working memory in children with specific arithmetical learning difficulties. British Journal of Psychology, 82, 375-386.
16. Jordan, N. C., & Montani, T. O. (1997). Cognitive arithmetic and problem solving: A comparison of children with specific and general mathematical difficulties. Journal of Learning Disabilities, 30, 624-634.
17. Justice, E. M. (1985). Categorization as a preferred memory strategy: Developmental changes during elementary school. Developmental Psychology, 6, 1105-1110.
18. Kreutzer, M. A., Leonard, C., & Flavell, J. H. (1975). An interview study of children's knowledge about memory. Monographs of the Society for Research in Child Development, 40(1, Serial No. 159), 1-58.
19. Male, D. B. (1996). Metamemorial functioning of children with moderate learning difficulties. British Journal of Educational Psychology, 66, 145-157.
20. Montague, M., & Applegate, B. (2000). Middle school students' perceptions, persistence, and performance in mathematical problem solving. Learning Disability Quarterly, 23, 215-227.
21. Salthouse, T. (1990). Working memory as a processing resource in cognitive aging. Developmental Review, 10, 101-124.
22. Schneider, W. (1985). The role of conceptual knowledge and metamemory on the development of organisational processes in memory. Journal of Experimental Child Psychology, 42, 318-336.
23. Schneider, W, & Pressley, M. (1997). Memory development between two and twenty (2nd ed.). Mahwah, NJ: Erlbaum.
24. Siegel, L. S., & Ryan, E. B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, 60, 973-980.
25. Stanovich, K., & Siegel, L. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24-53.
26. Swanson, H. L. (1992). The modifiability of and generality of working memory in skilled and less skilled readers. Journal of Educational Psychology, 84, 473-488.
27. Swanson, H. L. (1993). Working memory in learning disability subgroups. Journal of Experimental Child Psychology, 56, 87-114.
28. Swanson, H. L. (1995). Swanson cognitive processing test. Austin, TX: PRO-ED.
29. Swanson H. L. (1996). Individual and age-related differences in children's working memory. Memory & Cognition, 24, 70-82.
30. Swanson, H. L. (1999). Reading comprehension and working memory in learning disabled readers: Is the phonological loop more important than the executive system? Journal of Experimental Child Psychology, 72, 1-31.
31. Swanson, H. L., & Alexander, J. E. (1997). Cognitive processes as predictors of word recognition and reading comprehension in learning-disabled and skilled readers: Revisiting the specificity hypothesis. Journal of Educational Psychology, 89, 128-158.
32. Swanson, H. L., Ashbaker, M., & Sachse-Lee, C. (1996). Learning-disabled readers' working memory as a function of processing demands. Journal of Experimental Child Psychology, 61, 242-275.
33. Swanson, H. L., & Rhine, B. (1985). Strategy transformations in learning disabled children's math performance: Clues to the development of expertise. Journal of Learning Disabilities, 18, 596-603.
34. Swanson, H. L., & Sachse-Lee, C. (in press). The relationship between word problem solving accuracy and working memory in children with learning disabilities. Journal of Experimental Child Psychology.
35. Tulving, E., & Pearlstone, Z. (1966). Availability versus accessibility of information in memory for words. Journal of Verbal Learning and Verbal Behavior, 5, 381-391.
36. Yee, P. L., Hunt, E., & Pellegrino, J. W. (1991). Coordinating cognitive information: Task effects and individual difference in integrating information from several sources. Cognitive Psychology, 23, 615-680.