Individual differences in basic numerical skills: The role of executive functions and motor skills

被引：32
|
作者：
Gashaj, Venera [1 ,2 ]
Oberer, Nicole [1 ,2 ]
Mast, Fred W. [1 ,2 ]
Roebers, Claudia M. [1 ,2 ]
机构：
[1] Univ Bern, Dept Psychol, Fabrikstr 8, CH-3012 Bern, Switzerland
[2] Ctr Cognit Learning & Memory, CH-3012 Bern, Switzerland
来源：
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY | 2019年 / 182卷
关键词：
Basic numerical skills; Motor abilities; Executive functions; Symbolic skills; Non-symbolic skills; Fine motor skills; Gross motor skills; NUMBER LINE ESTIMATION; MATHEMATICAL DIFFICULTIES; ACADEMIC-ACHIEVEMENT; COORDINATION; DYSCALCULIA; REPRESENTATIONS; SYMBOLS; BRAIN;
D O I：
10.1016/j.jecp.2019.01.021
中图分类号：
B844 [发展心理学（人类心理学）];
学科分类号：
040202 ;
摘要：
The aim of the current study was to explore individual differences in basic numerical skills in a normative sample of 151 kinder-garteners (mean age = 6.45 years). Whereas previous research claims a substantial link between executive functions and basic numerical skills, motor abilities have been put forward to explain variance in numerical skills. Regarding the current study, these two assumptions have been combined, revealing interesting results. Namely, executive functions (inhibition, switching, and visuospatial working memory) were found to relate to symbolic numerical skills, and motor skills (gross and fine motor skills) showed a significant correlation to nonsymbolic numerical skills. Suggesting that motor skills and executive functions are associated with basic numerical skills could lead to potential avenues for interventions in certain disorders or disabilities such as nonverbal learning disability, developmental dyscalculia, and developmental coordination disorder. (C) 2019 Elsevier Inc. All rights reserved.
引用
收藏
页码：187 / 195
页数：9
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