The Cognitive Underpinnings of Early Arithmetic Depend on Arithmetic Problem Format: A Study with Five-Year-Old Children

Autor/inn/en	Traverso, Laura; Tonizzi, Irene; Usai, M. Carmen; Viterbori, Paola
Titel	The Cognitive Underpinnings of Early Arithmetic Depend on Arithmetic Problem Format: A Study with Five-Year-Old Children
Quelle	In: Journal of Cognition and Development, 24 (2023) 5, S.774-796 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2023.2219743
Schlagwörter	Cognitive Processes; Numeracy; Arithmetic; Mathematics Skills; Problem Solving; Preschool Children; Foreign Countries; Intelligence; Short Term Memory; Inhibition; Visual Perception; Spatial Ability; Accuracy; Italy + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Rechenkompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Intelligenz; Klugheit; Kurzzeitgedächtnis; Hemmung; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Italien
Abstract	Children's arithmetic performance is dependent on the arithmetic task format, but little is known about how domain-specific and domain-general abilities contribute to solving diverse arithmetic problems. In this study, 145 Italian typically developing children between the ages of five and six, who have not yet received formal schooling, were administered the same addition problems in diverse formats (nonverbal problems, story problems, number-fact problems), diverse number-knowledge tasks (set comparison, number sequence, set to numerals, and count principle tasks), and domain-general tasks (fluid intelligence, language, visuoconstructive skills, working memory, and inhibition tasks). Results indicated that children were more accurate on nonverbal problems, followed by story problems and number-fact problems. Furthermore, performance on diverse problems was differently associated with the other variables, which suggests that different problem formats draw on different cognitive skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01