Disentangling the Effects of Working Memory, Language, Parental Education and Non-Verbal Intelligence on Children's Mathematical Abilities
It is assumed that children’s performance in mathematical abilities is influenced by several factors such as working memory (WM), verbal ability, intelligence and socioeconomic status. The present study explored the contribution of those factors to mathematical performance taking a componential view...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2014-05-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00415/full |
| _version_ | 1818515176436006912 |
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| author | Violeta ePina Luis J Fuentes Alejandro eCastillo Sofia eDiamantopoulou |
| author_facet | Violeta ePina Luis J Fuentes Alejandro eCastillo Sofia eDiamantopoulou |
| author_sort | Violeta ePina |
| collection | DOAJ |
| description | It is assumed that children’s performance in mathematical abilities is influenced by several factors such as working memory (WM), verbal ability, intelligence and socioeconomic status. The present study explored the contribution of those factors to mathematical performance taking a componential view of both WM and mathematics. We explored the existing relationship between different WM components (verbal and spatial) with tasks that make differential recruitment of the central executive, and simple and complex mathematical skills in a sample of 102 children in grades 4 to 6. The main findings point to a relationship between the verbal WM component and complex word arithmetic problems, whereas language and nonverbal intelligence were associated with knowledge of quantitative concepts and arithmetic ability. The spatial WM component was associated with the subtest Series, whereas the verbal component was with the subtest Concepts. The results also suggest a positive relationship between parental educational level and children’s performance on Quantitative Concepts. These findings suggest that specific cognitive skills might be trained in order to improve different aspects of mathematical ability. |
| first_indexed | 2024-12-11T00:25:41Z |
| format | Article |
| id | doaj.art-df2b8ac3a5a94fffb292f837412a70e2 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-11T00:25:41Z |
| publishDate | 2014-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-df2b8ac3a5a94fffb292f837412a70e22022-12-22T01:27:35ZengFrontiers Media S.A.Frontiers in Psychology1664-10782014-05-01510.3389/fpsyg.2014.0041587761Disentangling the Effects of Working Memory, Language, Parental Education and Non-Verbal Intelligence on Children's Mathematical AbilitiesVioleta ePina0Luis J Fuentes1Alejandro eCastillo2Sofia eDiamantopoulou3Universidad de MurciaUniversidad de MurciaUniversidad de MurciaUniversidad de MurciaIt is assumed that children’s performance in mathematical abilities is influenced by several factors such as working memory (WM), verbal ability, intelligence and socioeconomic status. The present study explored the contribution of those factors to mathematical performance taking a componential view of both WM and mathematics. We explored the existing relationship between different WM components (verbal and spatial) with tasks that make differential recruitment of the central executive, and simple and complex mathematical skills in a sample of 102 children in grades 4 to 6. The main findings point to a relationship between the verbal WM component and complex word arithmetic problems, whereas language and nonverbal intelligence were associated with knowledge of quantitative concepts and arithmetic ability. The spatial WM component was associated with the subtest Series, whereas the verbal component was with the subtest Concepts. The results also suggest a positive relationship between parental educational level and children’s performance on Quantitative Concepts. These findings suggest that specific cognitive skills might be trained in order to improve different aspects of mathematical ability.http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00415/fullLanguageMathematicsworking memoryScholar ChildrenNon-verbal Intelligence |
| spellingShingle | Violeta ePina Luis J Fuentes Alejandro eCastillo Sofia eDiamantopoulou Disentangling the Effects of Working Memory, Language, Parental Education and Non-Verbal Intelligence on Children's Mathematical Abilities Frontiers in Psychology Language Mathematics working memory Scholar Children Non-verbal Intelligence |
| title | Disentangling the Effects of Working Memory, Language, Parental Education and Non-Verbal Intelligence on Children's Mathematical Abilities |
| title_full | Disentangling the Effects of Working Memory, Language, Parental Education and Non-Verbal Intelligence on Children's Mathematical Abilities |
| title_fullStr | Disentangling the Effects of Working Memory, Language, Parental Education and Non-Verbal Intelligence on Children's Mathematical Abilities |
| title_full_unstemmed | Disentangling the Effects of Working Memory, Language, Parental Education and Non-Verbal Intelligence on Children's Mathematical Abilities |
| title_short | Disentangling the Effects of Working Memory, Language, Parental Education and Non-Verbal Intelligence on Children's Mathematical Abilities |
| title_sort | disentangling the effects of working memory language parental education and non verbal intelligence on children 39 s mathematical abilities |
| topic | Language Mathematics working memory Scholar Children Non-verbal Intelligence |
| url | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00415/full |
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