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EnglishA study was conducted on the involvement of visuospatial working memory (VSWM) in intuitive geometry and in school performance in geometry at secondary school. A total of 166 pupils were administered: (1) six VSWM tasks, comprising simple storage and complex span tasks; and (2) the intuitive geometry task devised by Dehaene, Izard, Pica, and Spelke (2006), which distinguishes between core, presumably innate, and culturally-mediated principles of geometry; and (3) a task measuring academic achievement in geometry. Path analysis models showed that some VSWM components support culturally-mediated principles of geometry, whereas no VSWM component is related to the core principles of geometry. A complex VSWM task requiring the manipulation of visual information as well as core and culturally-mediated principles of geometry directly predicted academic achievement in geometry. Our results are discussed in terms of the role of VSWM in learning geometry.
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| Titolo: | Visuospatial working memory in intuitive geometry, and in academic achievement in geometry |
| Autori: | |
| Data di pubblicazione: | 2013 |
| Rivista: | |
| Handle: | http://hdl.handle.net/11567/946121 |
| Appare nelle tipologie: | 01.01 - Articolo su rivista |
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