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Visuospatial Cognition, Movement, and the Mathematic Achievement of Students

Creative Commons 'BY-NC-ND' version 4.0 license
Abstract

The study investigated the predictive relations of language and cognitive variables and three domains of mathematics achievement in grade levels spanning first to undergraduate students. The research is particularly interested in the moderating effects of grade level on the relations of visuospatial working memory and mathematics. The research is guided by Baddeley’s model of working memory (Baddeley and Hitch, 1974, 1986, 1996, 2000), Logie’s two-part visuo-sketchpad (1995), and the growing body of research investigating the dissociative properties of working memory. A sample of 2,375 participants was drawn from the Woodcock Johnson-Fourth Edition standardization sample. The participants were administered assessments in the areas of oral language, mathematics, verbal working memory ability, and visuospatial ability. A theoretical visuospatial working memory variable was created from the visuospatial ability assessments. The results of four hierarchical regression analyses revealed oral language, verbal working memory, and visual working memory are significant predictors of mathematics achievement. The tests of moderating effects results showed grade level moderated the relations between visuospatial working memory and mathematics achievement.

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