The Cognitive Underpinnings of Early Arithmetic Depend on Arithmetic Problem Format: A Study with Five-Year-Old Children

IF 1.6 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Journal of Cognition and Development Pub Date : 2023-06-12 DOI:10.1080/15248372.2023.2219743
Laura Traverso, Irene Tonizzi, M. Usai, P. Viterbori
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Abstract

ABSTRACT Children’s arithmetic performance is dependent on the arithmetic task format, but little is known about how domain-specific and domain-general abilities contribute to solving diverse arithmetic problems. In this study, 145 Italian typically developing children between the ages of five and six, who have not yet received formal schooling, were administered the same addition problems in diverse formats (nonverbal problems, story problems, number-fact problems), diverse number-knowledge tasks (set comparison, number sequence, set to numerals, and count principle tasks), and domain-general tasks (fluid intelligence, language, visuoconstructive skills, working memory, and inhibition tasks). Results indicated that children were more accurate on nonverbal problems, followed by story problems and number-fact problems. Furthermore, performance on diverse problems was differently associated with the other variables, which suggests that different problem formats draw on different cognitive skills.
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早期算术的认知基础取决于算术问题的形式——一项针对五岁儿童的研究
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期刊介绍: The Journal of Cognition and Development is the official journal of the Cognitive Development Society (CDS). Some CDS members are concerned with basic research or theory; others focus on policy issues and practical applications. The range of interests includes cognitive development during all stages of life, and we seek to understand ontogenetic processes in both humans and nonhumans. Finally, their interests encompass typical as well as atypical development, and we attempt to characterize both biological and cultural influences on cognitive change and continuity.
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