Abstract

In the literature, a shared model to explain the reasons because some children are not able to learn multiplication facts does not exist. The aim of this study was to analyze the relationships between deficits in learning multiplication facts and memory. Through a screen- ing in primary schools in Lombardia a 78 children sample (26 of them had deficits in learning in multiplication facts, 52 normal controls) was presented with a memory tests battery (verbal vs. visuo-spatial, long vs. short memory components). Results showed that verbal long term memory, in particular the associative memory, and verbal short term memory significantly predicted multi- plication facts learning.