论文标题
言语和视觉空间工作记忆在数学和阅读中的不同作用
The differential role of verbal and visuospatial working memory in mathematics and reading
论文作者
论文摘要
目标：几项研究集中在工作记忆（WM）在预测数学和阅读素养中的作用。已经提出了WM的替代模型，并且已提出了一个与WM的模态依赖性模型，区分口头和视觉空间WM模式。此外，言语和视觉空间WM与学术成就之间的关系尚未得到广泛，一致的研究，尤其是在区分数学和阅读任务时。方法：在本研究中，我们在WM的几种措施以及数学和阅读任务中测试了一大批中学生。结果：验证性因素分析表明，言语和视觉空间WM可以区分，这些因素在解释阅读和数学方面的独特差异方面具有不同的预测能力。结论：我们的发现表明，区分WM模式在评估数学与阅读之间的关系时的重要性。
Objectives: Several studies have focused on the role of working memory (WM) in predicting mathematical and reading literacy. Alternative models of WM have been proposed and a modality-dependent model of WM, distinguishing between verbal and visuospatial WM modalities, has been advanced. In addition, the relationship between verbal and visuospatial WM and academic achievement has not been extensively and consistently studied, especially when it comes to distinguishing between mathematical and reading tasks. Method: In the present study, we tested a large group of middle school children in several measures of WM, and in mathematical and reading tasks. Results: Confirmatory factor analyses showed that verbal and visuospatial WM can be differentiated and that these factors have a different predictive power in explaining unique portions of variance in reading and mathematics. Conclusions: Our findings point to the importance of distinguishing between WM modalities in evaluating the relationship between mathematics and reading.
