The predictive value of working memory and creativity in average performing and gifted children.

Abstract

The association between working memory (WM), intelligence and mathematical performance has been studied repetitively, whereas the association between creativity and these constructs has received far less attention, even though creativity is important in mathematical performance. The aim of the present study was to find the differential associations between creativity, WM and mathematical performance in both average performing and gifted fourth graders. It was hypothesized that WM was related to mathematical performance in both average and gifted students, whereas creativity was only related to mathematical performance in gifted students. A total of 68 children attended the study of which 27 were gifted. These children completed several tests for WM, creativity and intelligence. In a multiple regression analysis the expected positive association was found for WM in average performing students, whereas this association was not found in gifted students regarding mathematical performance. As expected a positive association was found for creativity in mathematical performance in gifted children, however this was also found in average performing children. This suggests that creativity plays an important role in mathematical performance of gifted children, whereas both WM and creativity play an important role in mathematical performance of average performing children. Further research is necessary about the role of creativity in mathematical performance.