Logo
Logo

Goldsmiths - University of London

Etiological distinction of working memory components in relation to mathematics.

Lukowski, S.L.; Soden, B.; Hart, S.A.; Thompson, L.A.; Kovas, Yulia and Petrill, S.A.. 2014. Etiological distinction of working memory components in relation to mathematics. Intelligence, 47, pp. 54-62. ISSN 0160-2896 [Article]

[img]
Preview
Text
Lukowski et al. authors manuscript 2014.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (418kB) | Preview

Abstract or Description

Working memory has been consistently associated with mathematics achievement, although the etiology of these relations remains poorly understood. The present study examined the genetic and environmental underpinnings of math story problem solving, timed calculation, and untimed calculation alongside working memory components in 12-year-old monozygotic (n = 105) and same-sex dizygotic (n = 143) twin pairs. Results indicated significant phenotypic correlation between each working memory component and all mathematics outcomes (r = 0.18 - 0.33). Additive genetic influences shared between the visuo-spatial sketchpad and mathematics achievement was significant, accounting for roughly 89% of the observed correlation. In addition, genetic covariance was found between the phonological loop and math story problem solving. In contrast, despite there being a significant observed relationship between phonological loop and timed and untimed calculation, there was no significant genetic or environmental covariance between the phonological loop and timed or untimed calculation skills. Further analyses indicated that genetic overlap between the visuo-spatial sketchpad and math story problem solving and math fluency was distinct from general genetic factors, whereas g, phonological loop, and mathematics shared generalist genes. Thus, although each working memory component was related to mathematics, the etiology of their relationships may be distinct.

Item Type: Article

Identification Number (DOI):

https://doi.org/10.1016/j.intell.2014.09.001

Keywords:

Working memoryMathematicsBehavioral geneticsSchool-aged children

Related URLs:

Departments, Centres and Research Units:

Psychology

Dates:

DateEvent
1 November 2014Published
UNSPECIFIEDAccepted

Item ID:

20675

Date Deposited:

11 Aug 2017 16:16

Last Modified:

11 Aug 2017 16:16

URI: http://research.gold.ac.uk/id/eprint/20675

View statistics for this item...

Edit Record Edit Record (login required)