Different Components of Working Memory Have Different Relationships with Different Mathematical Skills.

Abstract A comprehensive working memory battery and tests of mathematical skills were administered to 90 children—41 in Year 1 (5–6 years of age) and 49 in Year 3 (7–8 years of age). Working memory could explain statistically significant variance in number writing, magnitude judgment, and single-digit arithmetic, but the different components of working memory had different relationships with the different skills. Visual–spatial sketchpad (VSSP) functioning predicted unique variance in magnitude judgments and number writing. Central executive functioning explained unique variance in the addition accuracy of Year 1 children. The unique variance explained in Year 3 multiplication explained by phonological loop functioning just missed conventional levels of significance ( p  = .06). The results are consistent with the VSSP having a role in the development of number writing and magnitude judgments but a lesser role in early arithmetic.