The role of executive functioning in children's arithmetic calculation
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Date
2009-04-09T17:44:13Z
Authors
Braunmiller, Kathy
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Abstract
The cognitive underpinnings of arithmetic calculation in children are noted to involve
working memory; however, other cognitive processes each related to arithmetic
calculation and to working memory suggest that this relationship is more complex than
previously stated. The central purpose of this study is to examine the role of executive
functioning in arithmetic calculation in children. Results suggest two important findings.
First, executive functioning emerged as a significant contributor to arithmetic calculation.
Second, after controlling for reading, processing speed, short-term memory, and
executive functioning, only visual-spatial working memory, and not verbal working
memory contributed to arithmetic calculation. Results are discussed in terms of directions
for future research on working memory in arithmetic calculation.
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Keywords
Mathematics , Study and teaching , Cognition in children , Learning disabled children , Atlantic Provinces , Education , Psychology , Elementary