Cognitive Components of a Mathematical Processing Network in 9-Year-Old Children

Autor/inn/en	Szucs, Dénes; Devine, Amy; Soltesz, Fruzsina; Nobes, Alison; Gabriel, Florence
Titel	Cognitive Components of a Mathematical Processing Network in 9-Year-Old Children
Quelle	In: Developmental Science, 17 (2014) 4, S.506-524 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.12144
Schlagwörter	Cognitive Ability; Children; Numeracy; Short Term Memory; Spatial Ability; Phonological Awareness; Verbal Ability; Mathematics Achievement; Attention Control; Inhibition; Intelligence Tests; Primary Education; Elementary School Students; Predictor Variables + Suchen Sie Ihr Suchwort? Denkfähigkeit; Child; Kind; Kinder; Rechenkompetenz; Kurzzeitgedächtnis; Räumliches Vorstellungsvermögen; Mündliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Aufmerksamkeitstest; Hemmung; Intelligence test; Intelligenztest; Primarbereich; Prädiktor
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10