The relationship between executive functions and early numerical skills: A study on three- and four-year-old preschoolers

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Cognitive Development Pub Date : 2025-03-15 DOI:10.1016/j.cogdev.2025.101568
Giorgia Morosini, Alessandro Cuder, Chiara De Vita, Maria Chiara Passolunghi, Sandra Pellizzoni
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引用次数: 0

Abstract

Numerical abilities are crucial in numerate societies, which is why it is important to observe their development early in childhood. The aim of the present study was to investigate the interplay between domain-general (i.e., executive functions) and domain-specific precursors in predicting the development of cardinality understanding in early preschool. In this context, we also examined children’s finger use in pointing and touching behaviors, an aspect understudied compared to finger use to represent quantities. A sample of preschool children from the first and second years of preschool (Mage= 3 years, 7 months; SD = 6 months; months range: 36 – 58; females = 49; males = 51) took part in the study. All participants were evaluated in domain-general and domain-specific precursors. We analyzed the data using a mediation model with visuospatial working memory and inhibition skills as focal variables, verbal counting, enumeration, and finger use as mediating variables, and cardinality understanding as dependent variable. Data show a direct effect of executive functions on early numerical abilities, i.e., counting and enumeration. These latter two specific precursors have an effect on cardinality understanding. Furthermore, data indicate no correlation between inhibition and finger use and a negative correlation between visuospatial working memory and finger use. Data are discussed from both a theoretical and educational perspective, highlighting the role of general cognitive and domain-specific precursors of math abilities with the possibility of observing early signals for the development of specific numerical difficulties.
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来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
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