Journal
DEVELOPMENTAL PSYCHOLOGY
Volume 45, Issue 6, Pages 1630-1643Publisher
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/a0016224
Keywords
vocabulary; counting; addition; working memory; mathematics
Categories
Ask authors/readers for more resources
In this study, the author aimed at measuring how much limited working memory capacity constrains early numerical development before any formal mathematics instruction. To that end, 4- and 5-year-old children were tested for their memory skills in the phonological loop (PL), visuo-spatial sketchpad (VSSP), and central executive (CE); they also completed a series of tasks tapping their addition and counting skills. A general vocabulary test was given to examine the difference between the children's numerical and general vocabulary. The results indicated that measures of the PL and the CE, but not those of the VSSP, were correlated with children's performance in counting, addition and general vocabulary. However, the predictive power of the CE capacity was significantly stronger than that of the PL capacity. Poor CE capacity should thus be taken into consideration when identifying children at risk of experiencing learning disabilities.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available