The Contribution of General Cognitive Abilities and Specific Number Skills toward Arithmetic Performance in Students with Mild Intellectual Disability

Autor/inn/en	Soltani, Amanallah; Mirhosseini, Sanaz
Titel	The Contribution of General Cognitive Abilities and Specific Number Skills toward Arithmetic Performance in Students with Mild Intellectual Disability
Quelle	In: International Journal of Disability, Development and Education, 67 (2020) 5, S.547-562 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2019.1619673
Schlagwörter	Cognitive Ability; Mathematics Skills; Arithmetic; Performance Factors; Students with Disabilities; Mild Intellectual Disability; Mental Age; Long Term Memory; Short Term Memory; Males; Elementary School Students; Children; Foreign Countries; Intelligence Tests; Numeracy; Iran; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Leistungsindikator; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Geistige Beweglichkeit; Langzeitgedächtnis; Kurzzeitgedächtnis; Male; Männliches Geschlecht; Child; Kind; Kinder; Ausland; Intelligence test; Intelligenztest; Rechenkompetenz
Abstract	General cognitive and specific number abilities that underlay arithmetic performance have been heavily investigated among typically developing students; however, the inquiry has rarely been applied to students with mild intellectual disability (MID). We examined whether domain-general cognitive abilities (i.e. working memory, processing speed, and long-term memory) and specific number skills (i.e. approximate and exact numerical systems) are related to arithmetic performance in 93 students with MID (mental age of 7.1 to 8.9 years) and if these relationships are similar to the ones found in 113 typically developing students with the same mental age. The results of our regression models indicated that, in both groups, the three general cognitive abilities independently explained the variance in arithmetic performance when entered in one step; however, none of them had an independent contribution to arithmetic skill in the presence of the specific number abilities. These findings supported those of Von Aster and Shale's developmental model of mathematical cognition and reinforced the notion that specific number abilities constitute the basis for arithmetic skill, and it is possible with the support of the general cognitive abilities among both students with MID and typically developing students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01