Working Memory and Early Numeracy Training in Preschool Children
| Autor: | Maria Chiara Passolunghi, Hiwet Mariam Costa |
|---|---|
| Přispěvatelé: | Passolunghi, MARIA CHIARA, Costa, H. M. |
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Working memory training
Male Time Factors education Developmental psychology Working memory Working memory training Mathematical precursors Cognitive abilities Preschool Intervention (counseling) Developmental and Educational Psychology Early Intervention Educational Humans 0501 psychology and cognitive sciences Preschool Working memory Cognitive abilities 05 social sciences 050301 education Cognition Achievement Mathematical precursors Neuropsychology and Physiological Psychology Memory Short-Term Child Preschool Pediatrics Perinatology and Child Health Early numeracy Female Mathematical achievement Psychology 0503 education Mathematics 050104 developmental & child psychology |
| Popis: | Many factors influence children's performance in mathematical achievement, including both domain-specific and domain-general factors. This study aimed to verify and compare the effects of two types of training on early numerical skills. One type of training focused on the enhancement of working memory, a domain-general precursor, while the other focused on the enhancement of early numeracy, a domain-specific precursor. The participants were 48 five-year-old preschool children. Both the working memory and early numeracy training programs were implemented for 5 weeks. The results showed that the early numeracy intervention specifically improved early numeracy abilities in preschool children, whereas working memory intervention improved not only working memory abilities but also early numeracy abilities. These findings stress the importance of performing activities designed to train working memory abilities, in addition to activities aimed to enhance more specific skills, in the early prevention of learning difficulties during preschool years. |
| Databáze: | OpenAIRE |
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