Departamento de Psicología Básica y Metodología, Facultad de Psicología, Regional Campus of International Excellence "Campus Mare Nostrum," Universidad de Murcia Murcia, Spain.
Front Psychol. 2014 May 9;5:415. doi: 10.3389/fpsyg.2014.00415. eCollection 2014.
It is assumed that children's performance in mathematical abilities is influenced by several factors such as working memory (WM), verbal ability, intelligence, and socioeconomic status. The present study explored the contribution of those factors to mathematical performance taking a componential view of both WM and mathematics. We explored the existing relationship between different WM components (verbal and spatial) with tasks that make differential recruitment of the central executive, and simple and complex mathematical skills in a sample of 102 children in grades 4-6. The main findings point to a relationship between the verbal WM component and complex word arithmetic problems, whereas language and non-verbal intelligence were associated with knowledge of quantitative concepts and arithmetic ability. The spatial WM component was associated with the subtest Series, whereas the verbal component was with the subtest Concepts. The results also suggest a positive relationship between parental educational level and children's performance on Quantitative Concepts. These findings suggest that specific cognitive skills might be trained in order to improve different aspects of mathematical ability.
人们认为儿童在数学能力方面的表现受到多种因素的影响，例如工作记忆（WM）、语言能力、智力和社会经济地位。本研究从 WM 和数学的成分观点出发，探讨了这些因素对数学表现的贡献。我们在一个包括 4 到 6 年级的 102 名儿童的样本中，探索了不同 WM 成分（语言和空间）与任务之间的现有关系，这些任务对中央执行功能以及简单和复杂的数学技能有不同的招募作用。主要发现表明，言语 WM 成分与复杂的文字算术问题之间存在关系，而语言和非言语智力与数量概念和算术能力的知识有关。空间 WM 成分与序列分测验有关，而言语成分与概念分测验有关。结果还表明，父母受教育程度与儿童在定量概念方面的表现呈正相关。这些发现表明，为了提高数学能力的不同方面，可以对特定的认知技能进行训练。
