Development of Working Memory from Grade 3 to 5: Differences between Children With and Without Mathematical Learning Difficulties

ABSTRACT

Based on the finding that children with mathematical learning difficulties (MLD) have deficits in working memory (WM), the question arises as to whether these children differ from typical learners only in the level or also in the developmental trajectories of WM functioning. To this end, the WM of 80 children with MLD and 71 typical learners was assessed longitudinally from third to fifth grade. Typical learners outperformed children with MLD in the phonological, visuospatial and central executive WM functioning in third grade. Latent change analyses indicated that both phonological and central executive WM functioning developed in a parallel pattern in children with MLD and in typical learners. In contrast, visuospatial WM functioning revealed a different development in children with and without MLD since the gap between both groups decreased over time. Overall, despite starting at a lower level, the WM functioning in children with MLD did not develop more slowly.

KEYWORDS:

• Central executive
• development
• mathematics
• mathematical learning difficulties
• latent change modelling
• phonological loop
• visuospatial sketchpad
• working memory

Acknowledgements

The authors thank Dr. Christina Balke-Melcher, MSc. Psych. Larissa Bonin and Prof. Dr. Claudia Mähler of the University of Hildesheim (Germany) as well as M.A. Soz. Claudia Schmidt of the University of Oldenburg (Germany) for their involvement in carrying out this study. Additionally, the authors thank all participating children and their parents.