The relationship among geometry, working memory, and intelligence in children

Journal of Experimental Child Psychology

Volumn 123, Issue 1, 2014, Pages 112-128

  Giofrè, David ^a   Mammarella, Irene Cristina ^a   Cornoldi, Cesare ^a  

^a UNIVERSITY OF PADOVA   (Italy)

Author keywords

Children; Development; Geometrical achievement; Geometry; Intelligence; Working memory

Indexed keywords

ACHIEVEMENT; APTITUDE TEST; CHILD; CONCEPT FORMATION; FEMALE; HUMAN; INTELLIGENCE; INTUITION; MALE; MATHEMATICAL PHENOMENA; PATTERN RECOGNITION; PROBLEM SOLVING; PSYCHOLOGICAL MODEL; SHORT TERM MEMORY;

ACHIEVEMENT; APTITUDE TESTS; CHILD; CONCEPT FORMATION; FEMALE; HUMANS; INTELLIGENCE; INTUITION; MALE; MATHEMATICAL CONCEPTS; MEMORY, SHORT-TERM; MODELS, PSYCHOLOGICAL; PATTERN RECOGNITION, VISUAL; PROBLEM SOLVING;

EID: 84897474572     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2014.01.002     Document Type: Article

References (83)

1. Alloway T.P., Alloway R.G. Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology 2010, 106:20-29.
2. Alloway T.P., Gathercole S.E., Pickering S.J. Verbal and visuospatial short-term and working memory in children: Are they separable?. Child Development 2006, 77:1698-1716.
3. Alloway T.P., Passolunghi M.C. The relationship between working memory, IQ, and mathematical skills in children. Learning and Individual Differences 2011, 21:133-137.
4. Aydin U., Ubuz B. Structural model of metacognition and knowledge of geometry. Learning and Individual Differences 2010, 20:436-445.
5. Baddeley A.D. Exploring the central executive. Quarterly Journal of Experimental Psychology A 1996, 49:5-28.
6. Baddeley A.D. The episodic buffer: A new component of working memory?. Trends in Cognitive Sciences 2000, 4:417-423.
7. Baddeley A.D. Working memory: Theories, models, and controversies. Annual Review of Psychology 2012, 63:1-29.
8. Baddeley A.D., Hitch G.J. Working memory. The psychology of learning and motivation: Advances in research and theory 1974, Vol. 8:47-90. Academic Press, New York.
9. Belacchi C., Scalisi T., Cannoni E., Cornoldi C. CPM-Coloured progressive matrices standardizzazione Italiana 2008, Giunti O. S, Florence, Italy.
10. Bollen K.A. Structural equations with latent variables 1989, John Wiley, New York.
11. Borella E., Carretti B., De Beni R. Working memory and inhibition across the adult life-span. Acta Psychologica 2008, 128:33-44.
12. Bull R., Espy K.A., Wiebe S.A. Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology 2008, 33:205-228.
13. Carey S. The origin of concepts 2009, Oxford University Press, New York.
14. Carretti B., Borella E., Cornoldi C., De Beni R. Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis. Learning and Individual Differences 2009, 19:246-251.
15. Cass M., Cates D., Smith M., Jackson C. Effects of manipulative instruction on solving area and perimeter problems by students with learning disabilities. Learning Disabilities Research and Practice 2003, 18:112-120.
16. Cattell R.B. Abilities: Their structure, growth, and action 1971, Houghton Mifflin, New York.
17. Caviola S., Mammarella I.C., Cornoldi C., Lucangeli D. The involvement of working memory in children's exact and approximate mental addition. Journal of Experimental Child Psychology 2012, 112:141-160.
18. Chuah Y.M., Maybery M.T. Verbal and spatial short-term memory: Common sources of developmental change?. Journal of Experimental Child Psychology 1999, 73:7-44.
19. Clements D.H. Teaching and learning geometry. A research companion to principles and standards for school mathematics 2003, 151-178. National Council of Teachers of Mathematics, Reston, VA. J. Kilpatrick, W.G. Martin, D. Schifter (Eds.).
20. Clements D.H. Curriculum research: Toward a framework for "research-based curricula". Journal for Research in Mathematics Education 2007, 38:35-70.
21. Clements D.H., Battista M.T. Geometry and spatial reasoning. Handbook of research on mathematics Teaching and learning 1992, 420-464. Macmillan, New York. D.A. Grouws (Ed.).
22. Conway A.R.A., Kane M.J., Bunting M.F., Hambrick D.Z., Wilhelm O., Engle R.W. Working memory span tasks: A methodological review and user's guide. Psychonomic Bulletin & Review 2005, 12:769-786.
23. Conway A.R.A., Kane M.J., Engle R.W. Working memory capacity and its relation to general intelligence. Trends in Cognitive Sciences 2003, 7:547-552.
24. Cornoldi C., Giofrè D., Calgaro G., Stupiggia C. Attentional WM is not necessarily specifically related with fluid intelligence: The case of smart children with ADHD symptoms. Psychological Research 2013, 77:508-515.
25. Cornoldi C., Orsini A., Cianci L., Giofrè D., Pezzuti L. Intelligence and working memory control: Evidence from the WISC-IV administration to Italian children. Learning and Individual Differences 2013, 26:9-14.
26. Cornoldi C., Vecchi T. Visuo-spatial working memory and individual differences 2003, Psychology Press, Hove, UK.
27. Daneman M., Carpenter P.A. Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior 1980, 19:450-466.
28. De Beni R., Palladino P., Pazzaglia F., Cornoldi C. Increases in intrusion errors and working memory deficit of poor comprehenders. Quarterly Journal of Experimental Psychology 1998, 51:305-320.
29. Deary I.J., Strand S., Smith P., Fernandes C. Intelligence and educational achievement. Intelligence 2007, 35:13-21.
30. Dehaene S., Bossini S., Giraux P. The mental representation of parity and number magnitude. Journal of Experimental Psychology: General 1993, 122:371-396.
31. Dehaene S., Izard V., Pica P., Spelke E.S. Core knowledge of geometry in an Amazonian indigene group. Science 2006, 311:381-384.
32. Della Sala S., Gray C., Baddeley A.D., Wilson L. Visual patterns test 1997, Thames Valley Test, Bury St. Edmonds, UK.
33. Demetriou A., Spanoudis G., Shayer M., Mouyi A., Kazi S., Platsidou M. Cycles in speed-working memory-G relations: Towards a developmental-differential theory of the mind. Intelligence 2013, 41:34-50.
34. Engel de Abreu P.M.J., Conway A.R.A., Gathercole S.E. Working memory and fluid intelligence in young children. Intelligence 2010, 38:552-561.
35. Engle R.W., Tuholski S.W., Laughlin J.E., Conway A.R.A. Working memory, short-term memory, and general fluid intelligence: A latent-variable approach. Journal of Experimental Psychology: General 1999, 128:309-331.
36. Feigenson L., Dehaene S., Spelke E. Core systems of number. Trends in Cognitive Sciences 2004, 8:307-314.
37. Fischbach A., Keller U., Preckel F., Brunner M. PISA proficiency scores predict educational outcomes. Learning and Individual Differences 2013, 24:63-72.
38. Frey M.C., Detterman D.K. Scholastic assessment or g? The relationship between the scholastic assessment test and general cognitive ability. Psychological Science 2004, 15:373-378.
39. Gathercole S.E., Alloway T.P., Willis C., Adams A.-M. Working memory in children with reading disabilities. Journal of Experimental Child Psychology 2006, 93:265-281.
40. Giofrè D., Mammarella I.C., Cornoldi C. The structure of working memory and how it relates to intelligence in children. Intelligence 2013, 41:396-406.
41. Giofrè D., Mammarella I.C., Ronconi L., Cornoldi C. Visuospatial working memory in intuitive geometry, and in academic achievement in geometry. Learning and Individual Differences 2013, 23:114-122.
42. Gittler G., Glück J. Differential transfer of learning: Effects of instruction in descriptive geometry on spatial test performance. Journal of Geometry and Graphics 1998, 2(1):71-84.
43. Gottfredson L. Mainstream science on intelligence: An editorial with 52 signatories, history, and bibliography. Intelligence 1997, 24:13-23.
44. Halberda J., Mazzocco M.M.M., Feigenson L. Individual differences in non-verbal number acuity correlate with math achievement. Nature 2008, 455:665-668.
45. Heathcote D. The role of visuo-spatial working memory in the mental addition of multi-digit addends. Cahiers de Psychologie Cognitive [Current Psychology of Cognition] 1994, 13:207-245.
46. Holmes J., Gathercole S.E., Dunning D.L. Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science 2009, 12:F9-F15.
47. Hornung C., Brunner M., Reuter R.A.P., Martin R. Children's working memory: Its structure and relationship to fluid intelligence. Intelligence 2011, 39:210-221.
48. Hu L., Bentler P.M. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 1999, 6:1-55.
49. Hunt E. Human intelligence 2011, Cambridge University Press, New York.
50. Hunt E. What makes nations intelligent?. Perspectives on Psychological Science 2012, 7:284-306.
51. Izard V., Pica P., Spelke E.S., Dehaene S. From the cover: Flexible intuitions of Euclidean geometry in an Amazonian indigene group. Proceedings of the National Academy of Sciences of the United States of America 2011, 108:9782-9787.
52. Izard V., Spelke E.S. Development of sensitivity to geometry in visual forms. Human Evolution 2009, 23:213-248.
53. Jarvis H.L., Gathercole S.E. Verbal and non-verbal working memory and achievements on national curriculum tests at 11 and 14 years of age. Educational and Child Psychology 2003, 20:123-140.
54. Jensen A.R. The g factor: The science of mental ability 1998, Praeger, Westport, CT.
55. Johnson W., Bouchard T.J. The structure of human intelligence: It is verbal, perceptual, and image rotation (VPR), not fluid and crystallized. Intelligence 2005, 33:393-416.
56. Jöreskog K.G., Sörbom D. PRELIS 2 user's reference guide 2002, Scientific Software International, Lincolnwood, IL. 3rd ed.
57. Jöreskog K.G., Sörbom D. LISREL for Windows [computer software] 2006, Scientific Software International, Lincolnwood, IL.
58. Kaufman S.B., Reynolds M.R., Liu X., Kaufman A.S., McGrew K.S. Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock-Johnson and Kaufman tests. Intelligence 2012, 40:123-138.
59. Kline R.B. Principles and practice of structural equation modeling 2011, Guilford, New York. 3rd ed.
60. Mammarella I.C., Borella E., Pastore M., Pazzaglia F. The structure of visuospatial memory in adulthood. Learning and Individual Differences 2013, 25:99-110.
61. Mammarella I.C., Cornoldi C. An analysis of the criteria used to diagnose children with nonverbal learning disability (NLD). Child Neuropsychology 2013, 10.1080/09297049.2013.796920.
62. Mammarella I.C., Cornoldi C., Pazzaglia F., Toso C., Grimoldi M., Vio C. Evidence for a double dissociation between spatial-simultaneous and spatial-sequential working memory in visuospatial (nonverbal) learning disabled children. Brain and Cognition 2006, 62:58-67.
63. Mammarella I.C., Giofrè D., Ferrara R., Cornoldi C. Intuitive geometry and visuospatial working memory in children showing symptoms of nonverbal learning disabilities. Child Neuropsychology 2013, 19:235-249.
64. Mammarella I.C., Todeschini M., Englaro G., Lucangeli, Cornoldi C. Geometria test [Test of geometry] 2012, Erickson, Trento, Italy.
65. Martínez K., Burgaleta M., Román F.J., Escorial S., Shih P.C., Quiroga M.Á., et al. Can fluid intelligence be reduced to "simple" short-term storage?. Intelligence 2011, 39:473-480.
66. Maybery M.T., Do N. Relationships between facets of working memory and performance on a curriculum-based mathematics test in children. Educational and Child Psychology 2003, 20:77-92.
67. Organization for Economic Cooperation and Development Education at a glance 2010 2010, OECD Publishing, Paris.
68. Palladino P. Uno strumento per esaminare la memoria di lavoro verbale in bambini di scuola elementare: Taratura e validità [A test for examining WM in primary school: Standardization and validity]. Psicologia Clinica dello Sviluppo 2005, 25:129-150.
69. Pascual-Leone J. A mathematical model for the transition rule in Piaget's developmental stages. Acta Psychologica 1970, 32:301-345.
70. Passolunghi M.C., Mammarella I.C., Altoè G. Cognitive abilities as precursors of the early acquisition of mathematical skills during first through second grades. Developmental Neuropsychology 2008, 33:229-250.
71. Passolunghi M.C., Vercelloni B., Schadee H. The precursors of mathematics learning: Working memory, phonological ability, and numerical competence. Cognitive Development 2007, 22:165-184.
72. Piazza M., Pica P., Izard V., Spelke E.S., Dehaene S. Education enhances the acuity of the nonverbal approximate number system. Psychological Science 2013, 24:1037-1043.
73. Rasmussen C., Bisanz J. Representation and working memory in early arithmetic. Journal of Experimental Child Psychology 2005, 91:137-157.
74. Raven J., Raven J.C., Court J.H. Raven manual, Section 2 (Coloured progressive matrices) 1998, Oxford Psychologists Press, Oxford, UK.
75. Shah P., Miyake A. The separability of working memory resources for spatial thinking and language processing: An individual differences approach. Journal of Experimental Psychology: General 1996, 125:4-27.
76. Spearman C. "General intelligence", objectively determined and measured. American Journal of Psychology 1904, 15:201-293.
77. Spelke E.S., Lee S.A., Izard V. Beyond core knowledge: Natural geometry. Cognitive Science 2010, 34:863-884.
78. Tabachnick B.G., Fidell L.S. Using multivariate statistics 2007, Allyn & Bacon, New York. 5th ed.
79. Thurstone L.L., Thurstone T.G. Primary mental abilities 1963, Science Research, Chicago.
80. Träff U. The contribution of general cognitive abilities and number abilities to different aspects of mathematics in children. Journal of Experimental Child Psychology 2013, 116:139-156.
81. Unsworth N., Spillers G.J., Brewer G.A. The contributions of primary and secondary memory to working memory capacity: An individual differences analysis of immediate free recall. Journal of Experimental Psychology: Learning, Memory, and Cognition 2010, 36:240-247.
82. Verstijnen I., van Leeuwen C., Goldschmidt G., Hamel R., Hennessey J. Creative discovery in imagery and perception: Combining is relatively easy, restructuring takes a sketch. Acta Psychologica 1998, 99:177-200.
83. Zhang D., Ding Y., Stegall J., Mo L. The effect of visual-chunking-representation accommodation on geometry testing for students with math disabilities. Learning Disabilities Research & Practice 2012, 27:167-177.