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ERIC Number: EJ1031112
Record Type: Journal
Publication Date: 2014-Jul
Pages: 19
Abstractor: As Provided
Reference Count: 116
ISSN: ISSN-1363-755X
Cognitive Components of a Mathematical Processing Network in 9-Year-Old Children
Szucs, Dénes; Devine, Amy; Soltesz, Fruzsina; Nobes, Alison; Gabriel, Florence
Developmental Science, v17 n4 p506-524 Jul 2014
We determined how various cognitive abilities, including several measures of a proposed domain-specific number sense, relate to mathematical competence in nearly 100 9-year-old children with normal reading skill. Results are consistent with an extended number processing network and suggest that important processing nodes of this network are phonological processing, verbal knowledge, visuo-spatial short-term and working memory, spatial ability and general executive functioning. The model was highly specific to predicting arithmetic performance. There were no strong relations between mathematical achievement and verbal short-term and working memory, sustained attention, response inhibition, finger knowledge and symbolic number comparison performance. Non-verbal intelligence measures were also non-significant predictors when added to our model. Number sense variables were non-significant predictors in the model and they were also non-significant predictors when entered into regression analysis with only a single visuo-spatial WM measure. Number sense variables were predicted by sustained attention. Results support a network theory of mathematical competence in primary school children and falsify the importance of a proposed modular "number sense". We suggest an "executive memory function centric" model of mathematical processing. Mapping a complex processing network requires that studies consider the complex predictor space of mathematics rather than just focusing on a single or a few explanatory factors.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A