Some factors underlying mathematical performance: The role of visuospatial working memory and non-verbal intelligence

Kyttälä, Minna; Lehto, Juhani

doi:10.1007/bf03173141

Cited by 224 publications

(186 citation statements)

References 77 publications

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“…A large longitudinal study of more than 70,000 children found that intelligence accounted for 59 % of the variance in mathematics scores (Deary, Strand, Smith, & Fernandes, 2007). Further empirical support for the importance of general intelligence, as measured by performance on Raven's Progressive Matrices (Raven, 1976), was provided by Kyttälä and Lehto (2008), who found that general intelligence predicted math achievement in a sample of ninth graders. Thus, intelligence seems to be important throughout the educational career of both younger and older children.…”

Section: Intelligence and Logical Reasoningmentioning

confidence: 99%

Magnitude Processing in Developmental Dyscalculia : A Heterogeneous Learning Disability with Different Cognitive Profiles

Skagerlund¹

2016

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Developmental dyscalculia (DD) is a learning disability that is characterized by severe difficulties with acquiring age-appropriate mathematical skills that cannot be attributed to insufficient education, language skills, or motivation. The prevalence rate is estimated at 3-6%, meaning that a substantial portion of the population struggles to learn mathematics to such a large degree that it affects overall well-being and academic prospects. However, our understanding of the etiology of DD is incomplete and there are competing hypotheses regarding the characteristics of DD and its underlying causal factors. The purpose of the current thesis is to contribute to our understanding of DD from the perspective of cognitive psychology and cognitive neuroscience. To this end, we identify children with DD to identify the cognitive determinants of DD that hamper their ability to learn basic mathematics. It is believed that human beings are endowed with an innate ability to represent numerosities, an ability phylogenetically shared with other species.We investigate whether the purported innate number system plays a role in children with DD insofar as failures in this system may undermine the acquisition of symbolic representations of number. Although some researchers believe DD is a monolithic learning disability that is genetic and neurobiological in origin, the empirical support for various hypotheses suggests that DD may be shaped by heterogeneous characteristics and underlying causes. The present thesis, and the studies presented therein, provides support for the notion that DD is indeed heterogeneous. We identify at least two subtypes of DD that are characterized by specific deficits in number processing, and one subtype that could more aptly be labelled as a mathematical learning disability, the causal factors of which are likely limited to deficits in non-numerical abilities. In addition, we locate candidate neurocognitive correlates that may be dysfunctional in DD.

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Section: Intelligence and Logical Reasoningmentioning

confidence: 99%

Magnitude Processing in Developmental Dyscalculia : A Heterogeneous Learning Disability with Different Cognitive Profiles

Skagerlund¹

2016

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“…Respecto al componente viso-espacial, en la línea de un estudio con adolescentes realizado por Kyttälä y Lehto (2008), parece que es únicamente la tarea que requiere una respuesta de tipo estático (relacionadas con la forma, el tamaño y la localización de los estí-mulos) la que aporta una contribución adicional, aunque menor, a la explicación de la ejecución matemática posterior.…”

Section: Conclusionesunclassified

Funcionamiento ejecutivo y rendimiento matemático: Un estudio longitudinal.

Ruiz¹,

Tena²,

Miranda³

et al. 2016

Revista INFAD de Psicología

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RESUMENEl objetivo del presente estudio longitudinal consistió en examinar el poder predictivo de las funciones ejecutivas de inhibición y memoria de trabajo (MT) evaluadas en Educación Infantil (T1) sobre los aspectos formales e informales del rendimiento matemático en 2º de Educación Primaria (T2). La muestra inicial estuvo conformada por 209 preescolares de 5 a 6 años, de los que un 86.12 % de los sujetos volvieron a ser evaluados en el T2 (7-8 años). En el T1, se administraron seis tareas neuropsicológicas relacionadas con las funciones ejecutivas de inhibición y MT verbal y visoespacial. En el T2, se aplicó la batería TEMA-3 (Gingsburg y Baroody, 2003) para evaluar diferentes aspectos relacionados con el rendimiento matemático. Los resultados mostraron que 5 de las 6 tareas aplicadas en Educación Infantil son capaces de predecir el rendimiento matemático posterior, con un especial peso de la MT verbal. Se comentan las implicaciones de estos hallazgos para la investigación y la práctica psicoeducativa.Palabras clave: estudio longitudinal, rendimiento matemático, memoria de trabajo, inhibición. ABSTRACTThis longitudinal study aimed to analyze the predictive power of the executive functions of inhibition and working memory (WM) assessed at Kindergarten (T1) on the formal and informal aspects of the mathematical performance in 2nd grade of Primary School (T2). The initial sample consisted of 209 preschool children of 5-6 years old. The 86.12% of this sample was re-evaluated in the T2

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“…Algunos estudios han investigado la posible influencia del tipo de tarea de MT viso-espacial en el desempeño matemático. Kyttälä y Lehto (2008) en una investigación con adolescentes encontraron que las tareas estáticas (centradas en la forma, el tamaño, el color o la localización de los estímulos) estarían más relacionadas con aprendizajes aritméticos y las dinámicas (movimiento, dirección o secuencia de estímulos) con geométricos.…”

Section: Introductionunclassified

Math Skills and Executive Functioning in Preschool: Clinical and Ecological Evaluation // Competencias matemáticas y funcionamiento ejecutivo en preescolar: Evaluación clínica y ecológica

Presentación¹,

Siegenthaler²,

Pinto³

et al. 2014

REV PSICODIDACT

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ResumenEste estudio compara la relación entre el funcionamiento ejecutivo, analizado a través de pruebas clí-nicas y ecológicas, y la competencia matemática en preescolares. La evaluación de los niños (255 de 5 y 6 años) incluía pruebas neuropsicológicas de inhibición y memoria de trabajo, y el TEDI-MATH para estimar las habilidades matemáticas básicas. La valoración ecológica del funcionamiento ejecutivo a través de los padres y maestros se realizó mediante el Behavioral Rating Inventory of Executive Function (BRIEF). En comparación con las estimaciones ecológicas, las medidas neuropsicológicas muestran más correlaciones con las competencias matemáticas y una mayor capacidad predictiva. Los resultados del BRIEF de los profesores han demostrado ser superiores a los de los padres. En todos los casos, la memoria de trabajo es el proceso que mayor poder predictivo manifiesta.Palabras clave: Funcionamiento ejecutivo, preescolar, competencias matemáticas básicas, memoria de trabajo, inhibición. AbstractThis study compares the relationship between executive functioning, analyzed with clinical and ecological tests, and math skills in preschoolers. The children (255 children 5 to 6 years old) were evaluated using neuropsychological tests of inhibition and working memory and the TEDI-MATH to estimate basic mathematical skills. The ecological evaluation of the executive functioning by the parents and teachers was carried out with the Behavioral Rating Inventory of Executive Function (BRIEF). Compared to the ecological ratings, the neuropsychological measures show more correlations with math skills and a greater predictive capacity. The teachers' BRIEF results were superior to those of the parents. In all cases, working memory is the process that shows the greatest predictive power.

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Some factors underlying mathematical performance: The role of visuospatial working memory and non-verbal intelligence

Cited by 224 publications

References 77 publications

Magnitude Processing in Developmental Dyscalculia : A Heterogeneous Learning Disability with Different Cognitive Profiles

Magnitude Processing in Developmental Dyscalculia : A Heterogeneous Learning Disability with Different Cognitive Profiles

Funcionamiento ejecutivo y rendimiento matemático: Un estudio longitudinal.

Math Skills and Executive Functioning in Preschool: Clinical and Ecological Evaluation // Competencias matemáticas y funcionamiento ejecutivo en preescolar: Evaluación clínica y ecológica

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