Attention, inhibitory control and early mathematical skills in preschool students
Early mathematical skills may be important indicators of school success. Executive Functions (EFs) such as attention and inhibitory control may be related to the development of early mathematical skills. This study is aimed at understanding the relationship between two EFs (attention and inhibitory...
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| Veröffentlicht in: | Psicothema 2020-01, Vol.32 (2), p.237-244 |
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| creator | Cueli, Marisol Areces, Débora García, Trinidad Alves, Rui A. González-Castro, Paloma |
| description | Early mathematical skills may be important indicators of school success. Executive Functions (EFs) such as attention and inhibitory control may be related to the development of early mathematical skills.
This study is aimed at understanding the relationship between two EFs (attention and inhibitory control) and low and high relational and numerical mathematical skills in preschool students (143 children between 4 and 6 years old). Participants completed the Early Numeracy Test Revised and a continuous performance test which assessed attention (omissions and response time [RT]) and inhibitory control (commissions and variability).
Logistic Binomial Regression Analysis was carried out showing that in 4 to 6-year olds there are differences in omissions, RT and variability between the groups (low and high relational and numerical mathematical skills). However, once the effect of the age was controlled for, only RT predicted numerical mathematical skills.
The results highlight the importance of attention in the numerical skills of preschool students, with a greater weight of response time which is better in students with higher numerical mathematics skills. |
| doi_str_mv | 10.7334/psicothema2019.225 |
| format | Article |
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This study is aimed at understanding the relationship between two EFs (attention and inhibitory control) and low and high relational and numerical mathematical skills in preschool students (143 children between 4 and 6 years old). Participants completed the Early Numeracy Test Revised and a continuous performance test which assessed attention (omissions and response time [RT]) and inhibitory control (commissions and variability).
Logistic Binomial Regression Analysis was carried out showing that in 4 to 6-year olds there are differences in omissions, RT and variability between the groups (low and high relational and numerical mathematical skills). However, once the effect of the age was controlled for, only RT predicted numerical mathematical skills.
The results highlight the importance of attention in the numerical skills of preschool students, with a greater weight of response time which is better in students with higher numerical mathematics skills.</description><identifier>ISSN: 0214-9915</identifier><identifier>EISSN: 1886-144X</identifier><identifier>DOI: 10.7334/psicothema2019.225</identifier><identifier>PMID: 32249750</identifier><language>eng</language><publisher>Spain: Colegio Oficial de Psicólogos (PSICODOC)</publisher><subject>Achievement ; Attention ; Child ; Child Development ; Child, Preschool ; Comprehension ; Executive Function - physiology ; Female ; Humans ; Inhibition, Psychological ; Intelligence ; Male ; Mathematics ; Preschool children ; Reaction Time ; Regression Analysis ; Students</subject><ispartof>Psicothema, 2020-01, Vol.32 (2), p.237-244</ispartof><rights>2020. Notwithstanding the ProQuest Terms and conditions, you may use this content in accordance with the associated terms available at https://www.psicothema.com/PublicationNorms2022.pdf</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c402t-c3a7b5ba5253d0f42319fc588942224cc1a8382a2b7c0314abb8a680f54018793</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/2778313103/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2778313103?pq-origsite=primo$$EHTML$$P50$$Gproquest$$Hfree_for_read</linktohtml><link.rule.ids>314,776,780,860,12724,12753,21367,21371,27901,27902,33429,33430,33721,33722,34311,34312,36242,36243,43592,43781,44049,44380,73794,74045,74339,74679</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/32249750$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Cueli, Marisol</creatorcontrib><creatorcontrib>Areces, Débora</creatorcontrib><creatorcontrib>García, Trinidad</creatorcontrib><creatorcontrib>Alves, Rui A.</creatorcontrib><creatorcontrib>González-Castro, Paloma</creatorcontrib><title>Attention, inhibitory control and early mathematical skills in preschool students</title><title>Psicothema</title><addtitle>Psicothema</addtitle><description>Early mathematical skills may be important indicators of school success. Executive Functions (EFs) such as attention and inhibitory control may be related to the development of early mathematical skills.
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Logistic Binomial Regression Analysis was carried out showing that in 4 to 6-year olds there are differences in omissions, RT and variability between the groups (low and high relational and numerical mathematical skills). However, once the effect of the age was controlled for, only RT predicted numerical mathematical skills.
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Executive Functions (EFs) such as attention and inhibitory control may be related to the development of early mathematical skills.
This study is aimed at understanding the relationship between two EFs (attention and inhibitory control) and low and high relational and numerical mathematical skills in preschool students (143 children between 4 and 6 years old). Participants completed the Early Numeracy Test Revised and a continuous performance test which assessed attention (omissions and response time [RT]) and inhibitory control (commissions and variability).
Logistic Binomial Regression Analysis was carried out showing that in 4 to 6-year olds there are differences in omissions, RT and variability between the groups (low and high relational and numerical mathematical skills). However, once the effect of the age was controlled for, only RT predicted numerical mathematical skills.
The results highlight the importance of attention in the numerical skills of preschool students, with a greater weight of response time which is better in students with higher numerical mathematics skills.</abstract><cop>Spain</cop><pub>Colegio Oficial de Psicólogos (PSICODOC)</pub><pmid>32249750</pmid><doi>10.7334/psicothema2019.225</doi><tpages>8</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | Achievement Attention Child Child Development Child, Preschool Comprehension Executive Function - physiology Female Humans Inhibition, Psychological Intelligence Male Mathematics Preschool children Reaction Time Regression Analysis Students |
| title | Attention, inhibitory control and early mathematical skills in preschool students |
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