Gabi Ricken, Annemarie Fritz:
Arbeitsgedächtnisleistungen bei unterschiedlich guten Rechnern im Kindergartenalter
Working Memory Functions in Children with Different Arithmetical Performance at Kindergarten

2006, 263-274

Summary: This study was conducted in order to examine the idea that the working memory system of children who do very well in mathematics has more plasticity and shows better performance than that of children who do poorer in mathematics. Based on Baddeley’s model of working memory (Baddeley, 1986) functions of the central executive and the subsystem of phonological loop were analyzed. First the performances in working memory for children with top performance in mathematics (PR > 88) versus average performance (PR 38 < PR< 62) in mathematics were compared. Furthermore the relationship between intelligence and mathematics was analyzed. Scores for children with high intelligence (IQ=>125) versus averaged intelligence (IQ 85 – 115) were computed. Top performances in mathematics were produced by children with high abilities in intellectual functioning as well as average abilities. The performance of children with top and average mathematical achievement in working memory tasks was compared. The findings suggest that the working memory of children with top scoring achievement in the field of mathematics is not fundamentally better developed but these children seem to be able to use that system much better than others, probably because of having access to much more effective strategies.

Keywords: Central executive, articulatory loop, competence levels, preschool age, giftedness

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