ArticleNeuropsychology2024
Working memory and math skills in children with and without ADHD.
Article in Neuropsychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
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Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it.
- "Which resilience factors are the most effective for which Outcomes?" A systematic review and Meta-Analysis of multisystemic resilience of children with ADHD.European child & adolescent psychiatry · 2026Pooled it
- Neurocognitive and behavioral predictors of the simple view of reading in clinically evaluated children with and without ADHD.Neuropsychology · 2026Article
- Efficacy of Non-Invasive Brain Stimulation in Improving Working Memory in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder: A Systematic Review.Brain sciences · 2026Review
- Cognitive and Affective-Emotional Factors in Math Achievement: The Mediating Role of Intelligence.Journal of Intelligence · 2026Article
- The Language of Numbers: Reading Comprehension and Applied Math Problem-Solving.Behavioral sciences (Basel, Switzerland) · 2025Article
- Examining the roles of working memory and trait anxiety on math achievement in children with ADHD.Neuropsychology · 2025Article
- Associations between anxiety and working memory components in clinically evaluated children with and without ADHD.Frontiers in psychiatry · 2025Article
- Metalinguistic and Reading Skills in a Sample of Colombian Children with Attention Deficit Hyperactivity Disorder.Children (Basel, Switzerland) · 2024Article
Corrections and comments
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Authors and funding
7 authors.
Funding
Abstract
objectiveChildren with attention-deficit/hyperactivity disorder (ADHD) frequently demonstrate deficits in working memory and in multiple domains of math skills, including underdeveloped problem-solving and computation skills. The Baddeley model of working memory posits a multicomponent system, including a domain-general central executive and two domain-specific subsystems-phonological short-term memory and visuospatial short-term memory. Extant literature indicates a strong link between neurocognitive deficits in working/short-term memory and math skills; however, the extent to which each component of working/short-term memory may account for this relation is unclear.
methodThe present study was the first to use bifactor (S·I-1) modeling to examine relations between each working/short-term memory subcomponent (i.e., central executive, phonological short-term memory, and visuospatial short-term memory), ADHD symptoms, and math skills in a clinically evaluated sample of 186 children ages 8-13 (
resultsStructural equation modeling indicated that all three working/short-term memory components exert a significant and approximately equal effect on latent math skills (β = .29-.50, all
conclusionsThese findings suggest that math difficulties in children with ADHD and clinically evaluated children without ADHD are associated, in large part, with their neurocognitive vulnerabilities in working/short-term memory and, to a lesser extent, overt ADHD symptoms. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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