The role of executive functioning in children's arithmetic calculation
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.
Mathematics , Study and teaching , Cognition in children , Learning disabled children , Atlantic Provinces , Education , Psychology , Elementary