Sex differences in the association of math achievement with visual‐spatial and verbal working memory

Does the type of math test matter

Bibliographic Data

ID9619174
AuthorsEva Van De Weijer‐bergsma (0000-0003-2758-3149, Department of Pedagogical and Educational Sciences Faculty of Social and Behavioral Sciences Utrecht University TC Utrecht The Netherlands, corresponding author), Johannes E H Van Luit (0000-0002-9614-5356, Department of Pedagogical and Educational Sciences Faculty of Social and Behavioral Sciences Utrecht University TC Utrecht The Netherlands), Korbinian Moeller (0000-0003-1385-7778, Centre for Mathematical Cognition School of Science Loughborough University Loughborough UK)
Year2022
Volume113
Issue3
Pages798-819
Publication date2022-08-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Psychology (JOURNAL)
Journal identifiersISSN: 0007-1269 • E-ISSN: 2044-8295
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjop.12562
PMID35352335
OpenAlexW4221080226
LanguageEN
Citations received6
References cited80

Previous research on sex differences in mathematical achievement shows mixed findings, which have been argued to depend on types of math tests used and the type of solution strategies (i.e., verbal versus visual‐spatial) these tests evoke. The current study evaluated sex differences in (a) performance (development) on two types of math tests in primary schools and (b) the predictive value of verbal and visual‐spatial working memory on math achievement. Children ( N = 3175) from grades 2 through five participated. Visual‐spatial and verbal working memory were assessed using online computerized tasks. Math performance was assessed five times during two school years using a speeded arithmetic test (math fluency) and a word problem test (math problem solving). Results from Multilevel Multigroup Latent Growth Modeling, showed that sex differences in level and growth of math performance were mixed and very small. Sex differences in the predictive value of verbal and visual‐spatial working memory for math performance suggested that boys seemed to rely more on verbal strategies than girls. Explanations focus on cognitive and emotional factors and how these may interact to possibly amplify sex differences as children grow older

Association (psychology) · Cognition · Cognitive psychology · Developmental psychology · Fluency · Mathematics education · Neuropsychology · Spatial Ability · Test (biology) · Verbal fluency test · Verbal memory · Visual memory · Working memory · Child and Animal Learning Development · Cognitive Abilities and Testing · Cognitive and developmental aspects of mathematical skills · Psychology

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