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Sex differences in the association of math achievement with visual-spatial and verbal working memory: Does the type of math test matter?

ABSTRACT: 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.

SUBMITTER: van de Weijer-Bergsma E

PROVIDER: S-EPMC9544364 | biostudies-literature | 2022 Aug

REPOSITORIES: biostudies-literature

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Sex differences in the association of math achievement with visual-spatial and verbal working memory: Does the type of math test matter?

van de Weijer-Bergsma Eva E Van Luit Johannes E H JEH Moeller Korbinian K

British journal of psychology (London, England : 1953) 20220329 3

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 f ...[more]

PMID: 35352335

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Project description:Ample research in visual working memory (VWM) has demonstrated that the memorized items are maintained in integrated spatial configurations, even when the spatial context is task irrelevant. These insights were obtained in studies in which participants were provided with the information they memorized. However, the encoding of provided information is only one aspect of memory. In everyday life, individuals often construct their own memory representations, an aspect of memory we have previously termed self-initiated (SI) working memory. In this study, we employed a SI VWM task in which participants selected the visual targets they memorized. The spatial locations of the targets were task irrelevant. Nevertheless, we were interested to see whether participants would construct spatially structured memory representations, which would suggest that they intended to maintain the visual targets as integrated spatial configurations. The results of two experiments demonstrated that participants constructed spatially structured configurations relative to random displays. Specifically, participants selected visual targets in close spatial proximity and constructed spatial sequences with short distances and fewer path crossings. When asked to construct configurations for a hypothetical competitor in a memory contest, participants disrupted the spatial structure by selecting visual targets that were further apart and by increasing the distances between them, which suggests that these characteristics were under their control. At the end of each experiment, participants provided verbal descriptions of the strategies they used to construct the memory displays. While the spatial structure of the SI memory representations was robust, it was absent from the participants' explicit descriptions, which focused on non-spatial strategies. Participants reported selecting items based, most frequently, on semantic categories and visual features. Taken together, these results demonstrated that participants had access to the metacognitive knowledge on the spatial structure of VWM representations, knowledge they manipulated to construct memory representations that enhanced or disrupted memory performance. While having a profound impact on behavior, this metacognitive knowledge on spatial structure remained implicit, as it was absent from the participants' verbal reports. Viewed from a larger perspective, this study explores how individuals interact with the world by actively structuring their surroundings to maximize cognitive performance.

Project description:Working memory (WM) is often poorer for a second language (L2). In low noise conditions, people listening to a language other than their first language (L1) may have similar auditory perception skills for that L2 as native listeners, but do worse in high noise conditions, and this has been attributed to the poorer WM for L2. Given that WM is critical for academic success in children and young adults, these speech in noise effects have implications for academic performance where the language of instruction is L2 for a student. We used a well-established Speech-in-Noise task as a verbal WM (vWM) test, and developed a model correlating vWM and measures of English proficiency and/or usage to scholastic outcomes in a multi-faceted assessment medical education program. Significant differences in Speech-Noise Ratio (SNR50) values were observed between medical undergraduates who had learned English before or after five years of age, with the latter group doing worse in the ability to extract whole connected speech in the presence of background multi-talker babble (Student-t tests, p < 0.001). Significant negative correlations were observed between the SNR50 and seven of the nine variables of English usage, learning styles, stress, and musical abilities in a questionnaire administered to the students previously. The remaining two variables, Perceived Stress Scale (PSS) and the Age of Acquisition of English (AoAoE) were significantly positively correlated with the SNR50, showing that those with a poorer capacity to discriminate simple English sentences from noise had learnt English later in life and had higher levels of stress - all characteristics of the international students. Local students exhibited significantly lower SNR50 scores and were significantly younger when they first learnt English. No significant correlation was detected between the SNR50 and the students' Visual/Verbal Learning Style (r = -0.023). Standard multiple regression was carried out to assess the relationship between language proficiency and verbal working memory (SNR50) using 5 variables of L2 proficiency, with the results showing that the variance in SNR50 was significantly predicted by this model (r (2) = 0.335). Hierarchical multiple regression was then used to test the ability of three independent variable measures (SNR50, age of acquisition of English and English proficiency) to predict academic performance as the dependent variable in a factor analysis model which predicted significant performance differences in an assessment requiring communications skills (p = 0.008), but not on a companion assessment requiring knowledge of procedural skills, or other assessments requiring factual knowledge. Thus, impaired vWM for an L2 appears to affect specific communications-based assessments in university medical students.

Project description:BackgroundPrenatal and childhood exposure to polybrominated diphenyl ether (PBDE) flame retardants has been inversely associated with cognitive performance, however, few studies have measured PBDE concentrations in samples collected during both prenatal and postnatal periods.MethodsWe examined prenatal (cord) and childhood (ages 2, 3, 5, 7 and 9 years) plasma PBDE concentrations in relation to memory outcomes assessed between the ages of 9 and 14 years. The study sample includes a subset (n = 212) of the African American and Dominican children enrolled in the Columbia Center for Children's Environmental Health Mothers and Newborns birth cohort. We used multivariable linear regression to examine associations between continuous log10-transformed PBDE concentrations and performance on tests of visual, verbal and working memory in age-stratified models. We additionally used latent class growth analysis to estimate trajectories of exposure across early life, which we analyzed as a categorical variable in relation to memory outcomes. We examined interactions between PBDE exposure and sex using cross-product terms.ResultsAssociations between prenatal exposure and working memory significantly varied by sex (p-interaction = 0.02), with inverse relations observed only among girls (i.e. βBDE-47 = -7.55, 95% CI: -13.84, -1.24). Children with sustained high concentrations of BDEs-47, 99 or 100 across childhood scored approximately 5-8 standard score points lower on tests of visual memory. Children with PBDE plasma concentrations that peaked during toddler years performed better on verbal domains, however, these associations were not statistically significant.ConclusionsExposure to PBDEs during both prenatal and postnatal periods may disrupt memory domains in early adolescence. These findings contribute to a substantial body of evidence supporting the developmental neurotoxicity of PBDEs and underscore the need to reduce exposure among pregnant women and children.

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Sex differences in the association of math achievement with visual-spatial and verbal working memory: Does the type of math test matter?

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Sex differences in the association of math achievement with visual-spatial and verbal working memory: Does the type of math test matter?

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