Data from: Children's visuospatial memory predicts mathematics achievement through early adolescence

A previous study showed that gains in visuospatial memory from first to fifth grade predicted end-of-fifth grade mathematics but not reading achievement, controlling other factors. In this follow up study, these relations were assessed from sixth to ninth grade, inclusive (n = 145). The results showed that growth in visuospatial memory across the elementary school years was related to growth in mathematics achievement after fifth grade, controlling intelligence, the central executive and phonological memory components of working memory, in-class attentive behavior, parental education, and fifth grade mathematics achievement. As found for fifth grade, this relation was not found for reading achievement after fifth grade. In total, the results suggest that visuospatial memory has a unique influence on ease of learning some types of mathematics and that this influence becomes more important across successive grades.Data for Children's Visuospatial Memory Predicts Gains in Mathematics Achievement Through Early Adolescence' by Yaoran Li and David C. Geary. PLoS ONERaw data.Date file names: Race = W (white), B (Black), A (Asian), M (mixed), U (unknown) 05-13 = year of data collection, 2005 to 2013 WS = winter semester FS = fall semester WR = Word Reading NO = Numerical Operations RAN_a = Rapid automatized naming of letters RAN_1 = Rapid automatized naming of numbers SWAN = Strength and Weaknesses of ADHD–symptoms and normal-behavior PL_TS = phonological loop total score VSSP_TS = visuospatial sketch pad total score CE_TS = central executive total scoredatafile.csvFunding provided by: National Science FoundationCrossref Funder Registry ID: http://dx.doi.org/10.13039/100000001Award Number: R01 HD38283, R37 HD045914 US National Institute of Child Health and Human Development; DRL-1250359, US National Science Foundatio