Numerical magnitude skills in 6-years-old children: Exploring specific associations with components of executive function

Gashaj, Venera; Uehlinger, Yoann; Roebers, Claudia M. (2016). Numerical magnitude skills in 6-years-old children: Exploring specific associations with components of executive function. Journal of Educational and Developmental Psychology, 6(1), pp. 157-172. Canadian Center of Science and Education 10.5539/jedp.v6n1p157

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Little is known about how children learn to associate numbers with their corresponding magnitude and about individual characteristics contributing to performance differences on the numerical magnitude tasks within a relatively homogenous sample of 6-year-olds. The present study investigated the relationships between components of executive function and two different numerical magnitude skills in a sample of 162 kindergartners. The Symbolic Number Line was predicted by verbal updating and switching, whereas the Symbolic Magnitude Comparison was predicted by inhibition. Both symbolic tasks were predicted by visuo-spatial updating. Current findings suggest that visuo-spatial updating underlies young children’s retrieval and processing of numbers’ magnitude.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology > Developmental Psychology
07 Faculty of Human Sciences > Institute of Psychology > Cognitive Psychology, Perception and Methodology

UniBE Contributor:

Gashaj, Venera and Roebers, Claudia

Subjects:

100 Philosophy > 150 Psychology

ISSN:

1927-0526

Publisher:

Canadian Center of Science and Education

Language:

English

Submitter:

Venera Gashaj

Date Deposited:

02 May 2016 17:27

Last Modified:

27 Dec 2016 13:30

Publisher DOI:

10.5539/jedp.v6n1p157

BORIS DOI:

10.7892/boris.80827

URI:

https://boris.unibe.ch/id/eprint/80827

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