| Summary: | Thesis (M.Sc.)--Memorial University of Newfoundland, 1986. Psychology Bibliography: leaves 44-46. Children who perform poorly on mathematical tasks also tend to do poorly on both auditory and visual short-term memory tasks. The purpose of this study was to compare the relative effectiveness of an intervention package consisting of short-term memory strategy instruction and standard math practice with an intervention package consisting of standard math practice alone. Children who received the combined math and memory instruction were predicted to perform better on subsequent math tasks than those who received only math instruction. Fourteen children (mean age == 10.93 years) of average intelligence, who performed below average on several math and memory tests were randomly assigned to one of two conditions. A control group received math instruction consisting of practical application of the four basic math operations. The experimental group received short-term memory instruction and training in addition to the math practice. Treatment for both groups consisted of six one-hour sessions, spread over the course of two weeks. All children were assessed pre- and post-treatment. Assessment involved both visual and auditory math and memory testing. The experimental group improved significantly from pre- to post-assessment on both math and memory tasks. The math only group did not. For children performing poorly on math and memory tasks, these results strongly demonstrate the effectiveness of a combined math and memory training program.
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