Executive Functions and Fine Motor Skills in Kindergarten as Predictors of Arithmetic Skills in Elementary School

被引：16

作者：

Michel, Eva ^{[1
]}

Molitor, Sabine ^{[1
]}

Schneider, Wolfgang ^{[1
]}

机构：

[1] Univ Wurzburg, Dept Psychol, Wurzburg, Germany

来源：

DEVELOPMENTAL NEUROPSYCHOLOGY | 2020年 / 45卷 / 06期

关键词：

WORKING-MEMORY; MATHEMATICAL ACHIEVEMENT; SELF-REGULATION; CHILDREN; COORDINATION; PERFORMANCE; ENVIRONMENT; INTEGRATION; INHIBITION; TRANSITION;

D O I：

10.1080/87565641.2020.1821033

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 present longitudinal study focused on domain-general predictors of arithmetics in elementary school. The role of executive functions (EFs) and fine motor skills for the prediction of arithmetic skills in 1st/2nd grade was examined. Data from N = 173 kindergarten children were included. Age, socioeconomic status, fluid intelligence, and processing speed were controlled. Regression analyses revealed that fine motor skills predicted arithmetic skills. When EFs were added, fine motor skills did not contribute to the prediction of arithmetic skills. Visuospatial working memory and interference control were significant predictors. Findings indicate an important role of EF as predictors of arithmetic skills.

引用

页码：367 / 379

页数：13

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