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ERIC Number: EJ1025652
Record Type: Journal
Publication Date: 2014
Pages: 27
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0364-0213
Working Memory in Nonsymbolic Approximate Arithmetic Processing: A Dual-Task Study with Preschoolers
Xenidou-Dervou, Iro; van Lieshout, Ernest C. D. M.; van der Schoot, Menno
Cognitive Science, v38 n1 p101-127 Jan-Feb 2014
Preschool children have been proven to possess nonsymbolic approximate arithmetic skills before learning how to manipulate symbolic math and thus before any formal math instruction. It has been assumed that nonsymbolic approximate math tasks necessitate the allocation of Working Memory (WM) resources. WM has been consistently shown to be an important predictor of children's math development and achievement. The aim of our study was to uncover the specific role of WM in nonsymbolic approximate math. For this purpose, we conducted a dual-task study with preschoolers with active phonological, visual, spatial, and central executive interference during the completion of a nonsymbolic approximate addition dot task. With regard to the role of WM, we found a clear performance breakdown in the central executive interference condition. Our findings provide insight into the underlying cognitive processes involved in storing and manipulating nonsymbolic approximate numerosities during early arithmetic.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A