![]() ![]() A mixed-model MANOVA indicated that children with RD had a slower learning curve and recalled fewer words than TDC across experimental modalities. Significant group differences were noted on language, verbal and nonverbal memory, and measures of executive abilities. The experimental tasks implemented a multitrial verbal learning paradigm incorporating three modalities: auditory, visual, and auditory plus visual. Twenty children, ages 10–12, diagnosed with RD were matched to 20 TDC age peers. It was hypothesized that the visual presentation of common objects would result in improved learning and recall performance as compared to the auditory presentation of stimuli. This study investigated the effects of stimulus presentation modality on working memory performance in children with reading disabilities (RD) and in typically developing children (TDC), all native speakers of Greek. Working memory capacity development could be an important contributor to mathematics teachers' number sense and formal memory strategy training might positively enhance both. The nonparametric Mann-Whitney U test detected statistically significant arithmetic ability differences between participants with more or less working memory capacity. 692) with arithmetic ability, predicting 48% of the variance. A linear regression ascertained that working memory capacity correlated strongly and positively (r=. Their working memory capacity was measured by the Working Memory Index of Wechsler's Adult Intelligence Scale. The 42 third year student-teachers wrote weekly mental arithmetic tests aimed at strengthening their number sense. A variable reported to relate to number sense, is working memory capacity. A number sense is an intuitive understanding of numbers, their magnitude and interrelationships and arithmetic ability is a good indicator of number sense. Furthermore, too many teachers cannot teach quantities and how they feature in our lives properly. It was found that teachers' number sense influence their pedagogies and thus also learner achievement. South Africa's murky performance in the Trends in International Mathematics and Science Study (TIMSS) since 1995 instigated several interrogative reports. Findings suggest a general advantage of musicians over nonmusicians in verbal working memory tasks, with a possible role of sensory modality and task complexity.– The paper reports on the relationship between a group of pre-service mathematics teachers' working memory and number sense. In addition, the auditory and audiovisual spans (but not visual) were correlated with one subscale of the PROMS test. Musicians had larger spans than nonmusicians regardless of the sensory modality and the concurrent task. Finally, music abilities of all participants were assessed using the Profile of Music Perception Skills (PROMS) test. The task was performed with or without a concurrent task (i.e., articulatory suppression) in order to explore the role of rehearsal strategies and also manipulate task complexity. Here, musicians and nonmusicians performed a digit span task that was presented aurally, visually, or audiovisually. In addition, it is unclear whether there are specific music abilities linked with improved performance in the digit span. Literature suggests that the musicians’ advantage unfolds along two axes: sensory modality (musicians perform better when the task is auditory) and task complexity (musicians tend to perform better in the forward and not - for example - backward digit span). ![]() This superiority extends to memory tasks such as the digit span. Musicians have superior performances compared to nonmusicians in many auditory perception tasks.
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