Sentido numérico, memoria de trabajo y RAN: una aproximación longitudinal al desarrollo típico y atípico de niños chilenos

Guzmán, Bárbara; Rodríguez, Cristina; Sepúlveda, Felipe; Ferreira, Roberto Assis

doi:10.1016/j.psicod.2018.11.002

Cited by 7 publications

(4 citation statements)

References 55 publications

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“…as executive functions, verbal reasoning, intellectual capacity, and attention (Aragón et al, 2019;Barnes et al, 2020;Castro et al, 2017;Castro et al, 2021;Fuchs et al, 2010;Geary, 2011;Geary et al, 2000;Geary et al, 2012;Guzmán et al, 2019;Kaufmann et al, 2013;LeFevre et al, 2013;Mammarella et al, 2021;Swanson, 2011;Sz cs et al, 2013). Regarding this hypothesis, attentional networks have been much less explored compared to other processes such as working memory, and there is still little evidence on how the functioning of such networks is related to mathematical performance.…”

Section: Article In Pressmentioning

confidence: 99%

Contribution of Attentional Networks to Basic Arithmetic Achievement in School-age Children

Cañizares

Poblete

Pérez

2021

Psicología Educativa

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Nowadays, there is still debate about the origin of arithmetic disabilities. Two predominant hypotheses have been developed in this regard: 1) difficulties in arithmetic appear due to a deficit in domain-specific skills (numerical skills) and 2) there is a strong relationship between the development of the domain-general processes and arithmetical skills. In this study we explore the specific contribution of orienting and executive control attentional networks to individual variability in basic mental arithmetic. Participants were elementary school children, from second to third grade, with and without difficulties in basic mental arithmetic. Results provide support for the two proposed hypotheses. Children with difficulties in arithmetic showed difficulties both in numerical skills and in attentional networks. These findings suggest that arithmetic difficulties may be associated with a heterogeneous combination of deficits, including difficulties in attentional functioning. Contribución de las redes atencionales al rendimiento en aritmética básica en niños de edad escolar R E S U M E NEn la actualidad existe aún debate sobre el origen de las dificultades en aritmética. Se han desarrollado dos hipótesis predominantes al respecto: 1) las dificultades en aritmética aparecen por un déficit en las capacidades de dominio específico (capacidades numéricas) y 2) hay una estrecha relación entre el desarrollo de los procesos de dominio general y las habilidades aritméticas. En este estudio se explora la contribución específica de las redes de atención ejecutiva y orientación atencional a la explicación de la varianza en aritmética básica. Participaron niños de segundo y tercer grado de primaria, con y sin dificultades en aritmética básica. Nuestros resultados ofrecen sustento a las dos hipótesis propuestas, ya que los niños con dificultades en aritmética mostraron dificultades tanto en las capacidades numéricas como en las redes atencionales. Estos hallazgos sugieren que las dificultades en aritmética pudieran estar asociadas a una combinación heterogénea de déficits, incluyendo dificultades en el funcionamiento atencional. Palabras clave: Atención ejecutiva Alternancia atencional Dificultades en el aprendizaje Capacidades numéricas ARTICLE IN PRESS 2 D. Castro Cañizares et al. / Psicología Educativa (2021) xx(x) xx-xx

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Section: Article In Pressmentioning

confidence: 99%

Contribution of Attentional Networks to Basic Arithmetic Achievement in School-age Children

Cañizares

Poblete

Pérez

2021

Psicología Educativa

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“…Diferentes grupos de investigación del país están abordando las dificultades de aprendizaje en matemáticas. En la búsqueda realizada encontramos el estudio de Guzmán, Rodríguez, Sepúlveda, y Ferreira (2019), que se enfocó en dos grupos de estudiantes de 1° grado, uno en riesgo de presentar dificultades específicas en matemática y otro sin riesgo de presentar el trastorno de aprendizaje. Los grupos se identificaron a partir de los resultados en una prueba estandarizada de cálculo.…”

Section: Investigaciones En Cognición Numérica En Chileunclassified

“…Different research groups in Chile are addressing learning difficulties in mathematics. In our review, we found the study by Guzmán, Rodríguez, Sepúlveda, and Ferreira (2019), which focused on two groups of students in grade 1: one at risk of presenting specific difficulties in mathematics and the other who did not. The groups were identified from the results in a standardized calculation test.…”

Section: Learning Difficultiesmentioning

confidence: 99%

Research on numerical cognition in Chile: current status, links to education and challenges (Investigación en cognición numérica en Chile: estado actual, vínculos con la educación y desafíos)

Susperreguy

Peake

Gómez

2020

Studies in Psychology

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Research on numerical cognition, an emerging area that has received increasing interest in Chile, can contribute to understanding how mathematical skills are developed and support education. This article reviews the studies published in the field of numerical cognition in Chile, indexed in the WoS, PubMed, Scopus and SciELO databases. The articles reviewed address mechanisms that underlie mathematical performance and strategies used by children, adolescents and adults to solve mathematical tasks, with a special emphasis on early skills, calculations and arithmetic, as well as factors associated with individual differences in the development of mathematical notions. This article also analyses the sources of funding that support research on numerical cognition and education in Chile and the projects awarded such funds in recent years. Finally, the contribution and challenges of numerical cognition research in Chile in an educational context are discussed. RESUMEN

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“…In addition to these domain-specific hypotheses, others have proposed that ALD may be secondary to deficits in domain-general processes, such as executive functions, working memory (WM), and intellectual capacity. Several studies have reported deficits in WM in children with ALD (and also in children with reading disabilities), both when assessing verbal WM with digit span, and when using visuo-spatial span tasks (Aragón et al, 2019;Barnes et al, 2020;Castro et al, 2017;Guzmán et al, 2019;Ibáñez-Azorín et al, 2019).…”

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confidence: 99%

Exploring basic numerical capacities in children with difficulties in simple arithmetical achievement

Cañizares

Dartnell

Pérez

2021

Sumapsi

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Introduction: The Center for Epidemiologic Studies Depression Scale – Revised (CESD-R) was developed to provide an efficient screening scale for depression syndrome, mimicking the original CESD, one of the most widely used screening tools to measure depressive symptoms globally. This investigation examined the factor structure of the CESD-R with a non-clinical Brazilian population. Method: We performed exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) of two adult samples, and also conducted invariance analysis by sex and place of residence of the participants. The full sample consisted of 1,427 adults, divided into two groups. The first sample (n = 400) was used for the EFA and the second sample (n = 1027) for the CFA. Results: The EFA indicated an internal structure composed of a single factor, which explained 53.2% of the variance. The CFA attested to the unidimensionality of the measure. Fit indices and reliability indicators showed values higher than expected, without modifications in the initial structure. The model was invariant in relation to the variables investigated at four different levels (configural, metric, scalar, and strict). Conclusions: Our findings support the utility of the CESD-R and suggest its validity for application to the Brazilian population in general.

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Sentido numérico, memoria de trabajo y RAN: una aproximación longitudinal al desarrollo típico y atípico de niños chilenos

Cited by 7 publications

References 55 publications

Contribution of Attentional Networks to Basic Arithmetic Achievement in School-age Children

Contribution of Attentional Networks to Basic Arithmetic Achievement in School-age Children

Research on numerical cognition in Chile: current status, links to education and challenges (Investigación en cognición numérica en Chile: estado actual, vínculos con la educación y desafíos)

Exploring basic numerical capacities in children with difficulties in simple arithmetical achievement

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