More than a lack of interest: The role of working memory functions in explaining under-achievement in advanced school mathematics

Reasoning abilities as measured in intelligence tests and working memory functions are closely related but independent cognitive resources that contribute to learning in different ways. Whether the dissociation between both resources is a valid explanation for under-achievement in advanced school mathematics was investigated in this study. While there is a substantial correlation between performance in mathematics and intelligence tests scores, a considerable number of students show deviations in both directions, resulting in mathematical achievement worse (under-achievement) or better (over-achievement) than predicted by intelligence scores. From a large-scale study with data on a test of mathematical functions and a general reasoning ability test (used as a proxy for IQ), participants (mean age = 16.3 years, attending the academic track of secondary schools) were recruited for a laboratory test session. Based on cut-off points, three groups were formed: the high-achievers (n = 67) scored high in mathematics and general reasoning ability, the under-achievers (n = 34) scored also high on general reasoning ability but clearly lower on mathematics, and the over-achievers (n = 19) scored lower on general reasoning ability but higher on mathematics than the under-achievers. During the laboratory test session, participants performed a test battery on the working memory functions of Storage-Processing, Supervision and Relational Integration. Furthermore, they completed two additional mathematics tests on condensed mathematical knowledge and mathematical problem-solving respectively. Results revealed that the high-achievers outperformed the under-achievers in the working memory function of Storage-Processing (d = 0.66). Insights into the role of working memory in learning are discussed.