Updating Working Memory and arithmetical attainment in school

Here we wished to determine how the sub-components of Working Memory (Phonological-Loop and Central Executive) influence children's arithmetical development. Specifically, we aimed at distinguishing between Working Memory inhibition and updating processes within the Central Executive, and the domain-specificity (words and numbers) of both subcomponents in a population of children with low attainment in arithmetic and their age matched typically-attaining controls. We show that both groups were similar for phonological loop abilities, while Working Memory updating demonstrated a domain-specific modulation related to the level of children's arithmetical performance. Moreover, inhibition processes interacted with domain-specificity and arithmetical attainment. These results are particularly relevant to the diagnostic assessment of arithmetical ability and should be considered in existing tests of arithmetical development. (C) 2010 Elsevier Inc. All rights reserved.