Declarative memory supports children's math skills: A longitudinal study.
Substantial progress has been made in understanding the neurocognitive underpinnings of learning math. Building on this work, it has been hypothesized that declarative and procedural memory, two domain-general learning and memory systems, play important roles in acquiring math skills. In a longitudi...
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| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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Public Library of Science (PLoS)
2024-01-01
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| Series: | PLoS ONE |
| Online Access: | https://doi.org/10.1371/journal.pone.0304211 |
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| _version_ | 1849225206102491136 |
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| author | Tanya M Evans Daniel W Lipscomb F Sayako Earle Stephanie N Del Tufo Jarrad A G Lum Laurie E Cutting Michael T Ullman |
| author_facet | Tanya M Evans Daniel W Lipscomb F Sayako Earle Stephanie N Del Tufo Jarrad A G Lum Laurie E Cutting Michael T Ullman |
| author_sort | Tanya M Evans |
| collection | DOAJ |
| description | Substantial progress has been made in understanding the neurocognitive underpinnings of learning math. Building on this work, it has been hypothesized that declarative and procedural memory, two domain-general learning and memory systems, play important roles in acquiring math skills. In a longitudinal study, we tested whether in fact declarative and procedural memory predict children's math skills during elementary school years. A sample of 109 children was tested across grades 2, 3 and 4. Linear mixed-effects regression and structural equation modeling revealed the following. First, learning in declarative but not procedural memory was associated with math skills within each grade. Second, declarative but not procedural memory in each grade was related to math skills in all later grades (e.g., declarative memory in grade 2 was related to math skills in grade 4). Sensitivity analyses showed that the pattern of results was robust, except for the longitudinal prediction of later math skills when accounting for stable inter-individual differences via the inclusion of random intercepts. Our findings highlight the foundational role of early domain-general learning and memory in children's acquisition of math. |
| format | Article |
| id | doaj-art-c01952eca5b64e7995708ce24c2f0eca |
| institution | Kabale University |
| issn | 1932-6203 |
| language | English |
| publishDate | 2024-01-01 |
| publisher | Public Library of Science (PLoS) |
| record_format | Article |
| series | PLoS ONE |
| spelling | doaj-art-c01952eca5b64e7995708ce24c2f0eca2025-08-25T05:31:05ZengPublic Library of Science (PLoS)PLoS ONE1932-62032024-01-01197e030421110.1371/journal.pone.0304211Declarative memory supports children's math skills: A longitudinal study.Tanya M EvansDaniel W LipscombF Sayako EarleStephanie N Del TufoJarrad A G LumLaurie E CuttingMichael T UllmanSubstantial progress has been made in understanding the neurocognitive underpinnings of learning math. Building on this work, it has been hypothesized that declarative and procedural memory, two domain-general learning and memory systems, play important roles in acquiring math skills. In a longitudinal study, we tested whether in fact declarative and procedural memory predict children's math skills during elementary school years. A sample of 109 children was tested across grades 2, 3 and 4. Linear mixed-effects regression and structural equation modeling revealed the following. First, learning in declarative but not procedural memory was associated with math skills within each grade. Second, declarative but not procedural memory in each grade was related to math skills in all later grades (e.g., declarative memory in grade 2 was related to math skills in grade 4). Sensitivity analyses showed that the pattern of results was robust, except for the longitudinal prediction of later math skills when accounting for stable inter-individual differences via the inclusion of random intercepts. Our findings highlight the foundational role of early domain-general learning and memory in children's acquisition of math.https://doi.org/10.1371/journal.pone.0304211 |
| spellingShingle | Tanya M Evans Daniel W Lipscomb F Sayako Earle Stephanie N Del Tufo Jarrad A G Lum Laurie E Cutting Michael T Ullman Declarative memory supports children's math skills: A longitudinal study. PLoS ONE |
| title | Declarative memory supports children's math skills: A longitudinal study. |
| title_full | Declarative memory supports children's math skills: A longitudinal study. |
| title_fullStr | Declarative memory supports children's math skills: A longitudinal study. |
| title_full_unstemmed | Declarative memory supports children's math skills: A longitudinal study. |
| title_short | Declarative memory supports children's math skills: A longitudinal study. |
| title_sort | declarative memory supports children s math skills a longitudinal study |
| url | https://doi.org/10.1371/journal.pone.0304211 |
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