Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Institutional Repository

Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/14560

Title: The roles of the central executive and visuospatial storage in mental arithmetic: a comparison across strategies
Authors: Hubber, Paula J.
Gilmore, Camilla K.
Cragg, Lucy
Keywords: Visuospatial working memory
Mental arithmetic
Mathematical cognition
Central executive
Visuospatial sketchpad
Issue Date: 2014
Publisher: Taylor and Francis / © the authors
Citation: HUBBER, P.J., GILMORE, C.K. and CRAGG, L., 2014. The roles of the central executive and visuospatial storage in mental arithmetic: a comparison across strategies. Quarterly Journal of Experimental Psychology, 67 (5), pp. 936-954
Abstract: Previous research has demonstrated that working memory plays an important role in arithmetic. Different arithmetical strategies rely on working memory to different extents-for example, verbal working memory has been found to be more important for procedural strategies, such as counting and decomposition, than for retrieval strategies. Surprisingly, given the close connection between spatial and mathematical skills, the role of visuospatial working memory has received less attention and is poorly understood. This study used a dual-task methodology to investigate the impact of a dynamic spatial n-back task (Experiment 1) and tasks loading the visuospatial sketchpad and central executive (Experiment 2) on adults' use of counting, decomposition, and direct retrieval strategies for addition. While Experiment 1 suggested that visuospatial working memory plays an important role in arithmetic, especially when counting, the results of Experiment 2 suggested this was primarily due to the domain-general executive demands of the n-back task. Taken together, these results suggest that maintaining visuospatial information in mind is required when adults solve addition arithmetic problems by any strategy but the role of domain-general executive resources is much greater than that of the visuospatial sketchpad. © 2013 The Author(s). Published by Taylor & Francis.
Description: This is an Open Access Article. It is published by Taylor and Francis under the Creative Commons Attribution 3.0 Unported Licence (CC BY). Full details of this licence are available at: http://creativecommons.org/licenses/by/3.0/
Sponsor: This project was funded by ESRC (Economic and Social Research Council) [grant no. RES-062-23-3280]. C.G. is funded by a British Academy Postdoctoral Fellowship.
Version: Published
DOI: 10.1080/17470218.2013.838590
URI: https://dspace.lboro.ac.uk/2134/14560
Publisher Link: http://dx.doi.org/10.1080/17470218.2013.838590
ISSN: 1747-0218
Appears in Collections:Published Articles (Mathematics Education Centre)

Files associated with this item:

File Description SizeFormat
Hubber,Gilmore&CraggQJEP.pdfPublished version454.79 kBAdobe PDFView/Open


SFX Query

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.