The aim of the present study was to investigate the contribution of working memory and verbal ability
(measured by vocabulary) to mathematical skills in children. A sample of 206 seven- and eight-year-olds was
administered tests of these cognitive skills. A different pattern emerged that was dependent on both the
memory task and the math skill. In the seven-year olds, visuo-spatial and verbal memory uniquely predicted
performance on the math tests; however, in the eight-year olds, only visuo-spatial short-term memory
predicted math scores. Even when differences in vocabulary were statistically accounted, memory skills
uniquely predicted mathematical skills and arithmetical abilities. This pattern of findings provides a useful
starting point that can add to existing research on the contributions of working memory and vocabulary to
different mathematical skills.
