Specific Learning Disability in Math and The Role of Working Memory - - PowerPoint PPT Presentation

Specific Learning Disability in Math and The Role of Working Memory

by Zander Cellarius

Working Memory

• What is it?
• How does it relate to math?

Working Memory (WM)

• What is it?
• “Working memory refers to the system or systems that are assumed to be

necessary in order to keep things in mind while performing complex tasks such as reasoning, comprehension and learning.” (Baddeley, 2010)

• How does it relate to math and learning math skills?

Working Memory

• What is it?
• How does it relate to math and learning math skills?

ØCentral executive: Sequencing operations, coordinating the flow of information, and guiding decision-making (Baddeley 1998) ØPhonological loop: Retaining and storing information about complex problems (Furst & Hitch, 2000) ØVisuo-spatial Sketchpad: Unclear, but implicit in multi-digit operations, algebra & geometry (Meyer et al., 2010)

• Appears that WM component contributions may vary throughout school

career (Meyer et al., 2010)

Working Memory and New Information

• WM is a strong predictor of academic success
• WM is highly heritable
• Up to 80% of children with WM in the bottom 10th percentile

demonstrate difficulty in reading, mathematics, or both

Working Memory

Holmes et al. 2009

Key Math-3

Working Memory Interventions

• Working memory predicted reading achievement & math ability,

especially word problems (Lee and Beebe-Frankenberger, 2004)

• So let’s underpin working memory

Cogmed

• Developed under Dr. Klingberg and used in two studies
• The first commercial launch in 2003 in Sweden
• Claims sustained improvement in:
• Working memory
• Attention
• Reading & math
• Brain injury symptom alleviation
• Cognitive control
• Links improved working memory to general life skills such as planning,
• rganization, academics

Cogmed, 2015

Working Memory Intervention Increased Cognitive Functions Increased Academic Performance à à

Cogmed, 2015

• After a Cogmed intervention, subsequent improvement in math

performance was found 6 months later in the group that received intervention (Holmes, Gathercole & Dunning, 2009)

• Improved Basic Number Skills test score after intervention using

Cogmed (Dahlin, 2013)

• Increase in arithmetic ability after intervention (Bergman-nutley and

Klingberg, 2014)

• Performance on both reading and math to be positively impacted

after completion of Cogmed (Soderqvist and Nutley, 2009)

Critiques

• Lack of sufficiently powerful results to be able to generalize effects of

Cogmed (Shipstead et al., 2012)

• Isolated finding for increase in mathematical performance (Shipstead

et al., 2012)

• Critiques to the design of studies used to promote Cogmed efficacy

(Hulme and Melby-Lervag, 2012)

• Baddeley, A. (2010). Working memory. Current Biology, 20(4), R136–R140. http://doi.org/10.1016/j.cub.2009.12.014
• Baddeley, A., Gathercole, S., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105(1), 158–

173.

• Bergman-nutley, S., & Klingberg, T. (2014). Effect of working memory training on working memory, arithmetic and following instructions.

Psychological Research, 78(6), 869–77. http://doi.org/http://dx.doi.org.ezproxy.lib.ucalgary.ca/10.1007/s00426- 014-0614-0

• Dahlin, K. I. E. (2013). Working Memory Training and the Effect on Mathematical Achievement in Children with Attention Deficits and

Special Needs. Journal of Education and Learning, 2(1), 118.

• FÜrst, A. J., & Hitch, G. J. (2000). Separate roles for executive and phonological components of working memory in mental arithmetic.

Memory & Cognition, 28(5), 774–782. http://doi.org/10.3758/BF03198412

• Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in
• children. Developmental Science, 12(4), F9–F15. http://doi.org/10.1111/j.1467-7687.2009.00848.x

References

• Hulme, C., & Melby-Lervåg, M. (2012). Current evidence does not support the claims made for CogMed working memory training.

Journal of Applied Research in Memory and Cognition, 1(3), 197–200. http://doi.org/10.1016/j.jarmac.2012.06.006

• Lee, H., & Beebe-Frankenberger, M. (2004). The Relationship Between Working Memory and Mathematical Problem Solving in

Children at Risk and Not at Risk for Serious Math Difficulties. Journal of Educational Psychology, 96(3), 471–491. http://doi.org/10.1037/0022-0663.96.3.471

• Meyer, M. L., Salimpoor, V. N., Wu, S. S., Geary, D. C., & Menon, V. (2010). Differential contribution of specific working memory

components to mathematics achievement in 2nd and 3rd graders. Learning and Individual Differences, 20(2), 101–109. http://doi.org/10.1016/j.lindif.2009.08.004

• Shipstead, Z., Hicks, K. L., & Engle, R. W. (2012). Working memory training remains a work in progress. Journal of Applied Research in

Memory and Cognition, 1(3), 217–219. http://doi.org/10.1016/j.jarmac.2012.07.009

• Soderqvist, S., & Nutley, S. B. (2015). Working Memory Training is Associated with Long Term Attainments in Math and Reading.

Frontiers in Psychology. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA448813945&v=2.1&u=ucalgary&it=r&p=HRCA&sw=w&asid=67ec9e5714e beb296ff7f9c8b84b925f