Modulation of General and Specific Cognitive Precursors to Early Mathematical Competencies in Preschool Children

Autor/inn/en	Aragón, Estibaliz; Cerda, Gamal; Aguilar, Manuel; Mera, Carlos; Navarro, Jose I.
Titel	Modulation of General and Specific Cognitive Precursors to Early Mathematical Competencies in Preschool Children
Quelle	In: European Journal of Psychology of Education, 36 (2021) 2, S.405-422 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aragón, Estibaliz) ORCID (Cerda, Gamal) ORCID (Aguilar, Manuel) ORCID (Mera, Carlos) ORCID (Navarro, Jose I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-020-00483-4
Schlagwörter	Preschool Children; Numeracy; Mathematics Skills; Predictor Variables; Short Term Memory; Cognitive Processes; Receptive Language; Vocabulary; Computation; Number Concepts; Symbols (Mathematics) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Prädiktor; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Rezeptive Kommunikationsfähigkeit; Wortschatz; Number concept; Zahlbegriff
Abstract	The main goal of this study was to analyze the contribution of predictors of both domain-general (working memory, processing speed, and receptive vocabulary) and domain-specific variable (estimation and magnitude comparison) processes to informal mathematical performance (numbering, comparison, calculation, and understanding of concepts) in preschoolers. In order to reach this, a structural equation modeling was used. A total of 158 preschool students (ages ranging from 52 to 64 months) participated in the investigation. Students were assessed with informal tasks measuring mathematical thinking, numerical estimation, symbolic and non-symbolic comparison making, coding, receptive vocabulary, and backward digit span. Results showed that domain-general (specially working memory) was the highest impact of the general-domain predictors on informal mathematical competencies and a limited specific-domain factor effects for magnitude comparison. The consequences for mathematics learning in initial school years are discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01