Title: Working Memory in Nonsymbolic Approximate Arithmetic Processing: A Dual-Task Study With Preschoolers
Authors: Xenidou-Dervou, Iro ×
van Lieshout, Ernest C. D. M
van der Schoot, Menno #
Issue Date: 2014
Publisher: Wiley-Blackwell Publishing
Series Title: Cognitive Science vol:38 issue:1 pages:101-127
Abstract: 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.
ISSN: 0364-0213
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Non-KU Leuven Association publications
× corresponding author
# (joint) last author

Files in This Item:

There are no files associated with this item.

Request a copy


All items in Lirias are protected by copyright, with all rights reserved.

© Web of science