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Skills underlying mathematics: When is working memory important for arithmetic

Cragg, L, University of Nottingham; Gilmore, C, Loughborough University
This study investigated the extent to which working memory requirements for different arithmetic strategies changes with age between 9 years and young adulthood. The impact of verbal and visuospatial working memory on different arithmetic strategies was also compared. The task was administered to 138 participants between 9 and 25 years of age. Datasets from other, separate,...
Study description available in:EN
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