Updating Working Memory and arithmetical attainment in school

a r t i c l e i n f o 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.