The development of early numeracy ability in kindergartners with limited working memory skills

Learning and Individual Differences

Volumn 25, Issue , 2013, Pages 45-54

  Toll, Sylke W M ^a   Van Luit, Johannes E H ^a  

^a UTRECHT UNIVERSITY   (Netherlands)

Author keywords

Early numeracy; Kindergarten; Limited working memory skills

Indexed keywords

EID: 84876826112     PISSN: 10416080     EISSN: 18733425     Source Type: Journal    
DOI: 10.1016/j.lindif.2013.03.006     Document Type: Article

References (76)

1. Ackerman P.L., Beier M.E., Boyle M.O. Working memory and intelligence: The same or different constructs?. Psychological Bulletin 2005, 131:30-60.
2. Alloway T.P. Automated working memory assessment (AWMA) 2007, Pearson Assessment, London.
3. Alloway T.P., Gathercole S.E., Kirkwood H., Elliott J. Evaluating the validity of the automated working memory assessment. Educational Psychology 2008, 28:725-734.
4. Alloway T.P., Gathercole S.E., Kirkwood H., Elliott J. The cognitive and behavioral characteristics of children with low working memory. Child Development 2009, 80:606-621.
5. Alloway T.P., Gathercole S.E., Pickering S.J. Verbal and visuospatial short-term and working memory in children: Are they separable?. Child Development 2006, 77:1698-1716.
6. Alloway T.P., Gathercole S.E., Willis C., Adams A.M. A structural analysis of working memory and related cognitive skills in young children. Journal of Experimental Child Psychology 2004, 87:85-106.
7. Andersson U., Lyxell B. Working memory deficit in children with mathematical difficulties: A general or specific deficit?. Journal of Experimental Child Psychology 2007, 96:197-228.
8. Baddeley A.D. Working memory 1986, University Press, Oxford, UK.
9. Baddeley A.D., Hitch G.J. Working memory. The psychology of learning and motivation 1974, 47-89. Academic Press, New York. G.H. Bower (Ed.).
10. Barth H., La Mont K., Lipton J., Dehaene S., Kanwisher N., Spelke E. Non-symbolic arithmetic in adults and young children. Cognition 2006, 98:199-222.
11. Bayliss D.M., Jarrold C., Gunn D.M., Baddeley A.D. The complexities of complex span: Explaining individual differences in working memory in children and adults. Journal of Experimental Psychology. General 2003, 132:71-92.
12. Berteletti I., Lucangeli D., Piazza M., Dehaene S., Zorzi M. Numerical estimation in preschoolers. Developmental Psychology 2010, 46:545-551.
13. Bisanz J., Sherman J.L., Rasmussen C., Ho E. Development of arithmetic skills and knowledge in preschool children. Handbook of mathematical cognition 2005, 143-162. Psychology Press, New York. J.I.D. Campbell (Ed.).
14. Blunch N.J. Introduction to structural equation modelling using SPSS and AMOS 2008, Sage, Thousand Oaks, CA.
15. Boonen A.J.H., Kolkman M.E., Kroesbergen E.H. The relation between teachers' math talk and the acquisition of number sense within kindergarten classrooms. Journal of School Psychology 2011, 49:281-299.
16. Booth J.L., Siegler R.S. Developmental and individual differences in pure numerical estimation. Developmental Psychology 2006, 41:189-201.
17. Brown T.A. Confirmatory factor analysis for applied research 2006, Guilford, New York.
18. Butterworth B. Developmental dyscalculia. The handbook of mathematical cognition 2005, 455-467. Psychology Press, New York. J.I.D. Campbell (Ed.).
19. Colom R., Flores-Mendoza C., Rebollo I. Working memory and intelligence. Personality and Individual Differences 2003, 34:33-39.
20. Conway A.R.A., Cowan N., Bunting M.F., Therriault D.J., Minkoff S.R.B. A latent variable analysis of working memory capacity, short-term memory capacity, processing speed, and general fluid intelligence. Intelligence 2002, 30:163-183.
21. Courage M., Cowan N. The development of memory in infancy and childhood 2009, Psychology Press, Hove, UK.
22. De Smedt B., Gilmore C.K. Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties. Journal of Experimental Child Psychology 2011, 108:278-292.
23. De Smedt B., Janssen R., Bouwens K., Verschaffel L., Boets B., Ghesquière P. Working memory and individual differences in mathematics achievement: A longitudinal study from first grade to second grade. Journal of Experimental Child Psychology 2009, 103:186-201.
24. Dehaene S. Varieties of numerical abilities. Cognition 1992, 44:1-42.
25. Dehaene S. Précis of the number sense. Mind and Language 2001, 16:16-36.
26. Desoete A., Gregoire J. Numerical competence in young children and in children with mathematics learning disabilities. Learning and Individual Differences 2006, 16:351-367.
27. Espy K.A., McDiarmid M.M., Cwik M.F., Stalets M.M., Hamby A., Senn T. The contribution of executive functions to emergent mathematic skills in preschool children. Developmental Neuropsychology 2004, 26:465-486.
28. Feigenson L., Dehaene S., Spelke E. Core systems of number. Trends in Cognitive Sciences 2004, 8:307-314.
29. Gathercole S.E., Alloway T.P., Kirkwood J.G., Elliott J.G., Holmes J., Hilton K.A. Attentional and executive function behaviours in children with poor working memory. Learning and Individual Differences 2008, 18:214-223.
30. Gathercole S.E., Pickering S.J. Working memory deficits in children with special educational needs. British Journal of Special Education 2001, 28:89-97.
31. Gathercole S.E., Pickering S.J., Ambridge B., Wearing H. The structure of working memory from 4 to 15years of age. Developmental Psychology 2004, 40:177-190.
32. Gathercole S.E., Pickering S.J., Knight C., Stegmann Z. Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14years of age. Applied Cognitive Psychology 2004, 18:1-16.
33. Geary D.C., Hoard M.K., Nugent L., Byrd-Craven J. Development of number line representations in children with mathematical learning disability. Developmental Neuropsychology 2008, 33:277-299.
34. Gebuis T., Cohen Kadosh R., De Haan E., Henik A. Automatic quantity processing in 5-year olds and adults. Cognitive Processing 2009, 10:133-142.
35. Gersten R., Jordan N.C., Flojo J.R. Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities 2005, 38:293-304.
36. Holmes J., Adams J.W. Working memory and children's mathematical skills: Implications for mathematical development and mathematics curricula. Educational Psychology 2006, 26:339-366.
37. Hutcheson G., Sofroniou N. The multivariate social scientist: Introductory statistics using generalized linear models 1999, Sage, Thousand Oaks, CA.
38. Huttenlocher J., Jordan N.C., Levine S.C. A mental model for early arithmetic. Journal of Experimental Psychology. General 1994, 123:284-296.
39. Iuculano T., Tang J., Hall C.W.B., Butterworth B. Core information processing deficits in developmental dyscalculia and low numeracy. Developmental Science 2008, 11:669-680.
40. Jordan N.C., Glutting J., Ramineni C. The importance of number sense to mathematics achievement in first and third grades. Learning and Individual Differences 2010, 20:82-88.
41. Jordan N.C., Kaplan D., Nabors Oláh L., Locuniak M.N. Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development 2006, 77:153-175.
42. Just M.A., Carpenter P.A. A capacity theory of comprehension: Individual differences in working memory. Psychological Review 1992, 99:122-149.
43. Kane M.J., Hambrick D.Z., Tuholski S.W., Wilhelm O., Payne T.W., Engle R.W. The generality of working memory capacity: A latent-variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology. General 2004, 133:189-217.
44. Kleemans T., Segers E., Verhoeven L. Precursors to numeracy in kindergartners with specific language impairment. Research in Developmental Disabilities 2011, 32:2901-2908.
45. Klein J.S., Bisanz J. Preschoolers doing arithmetic: The concepts are willing but the working memory is weak. Canadian Journal of Experimental Psychology 2000, 54:105-116.
46. Krajewski K., Schneider W. Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. Journal of Experimental Child Psychology 2009, 103:516-531.
47. Krajewski K., Schneider W. Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction 2009, 19:513-526.
48. Kroesbergen E.H., Van de Rijt B.A.M., Van Luit J.E.H. Working memory and early mathematics: Possibilities for early identification of mathematics learning disabilities. Advances in Learning and Behavioral Disabilities 2007, 20:1-19.
49. Kroesbergen E.H., Van Luit J.E.H., Van Lieshout E.C.D.M., Van Loosbroek E., Van de Rijt B.A.M. Individual differences in early numeracy: The role of executive functions and subitizing. Journal of Psychoeducational Assessment 2009, 27:226-236.
50. Kyttälä M., Aunio P., Hautamäki J. Working memory resources in young children with mathematical difficulties. Scandinavian Journal of Psychology 2009, 51:1-15.
51. Kyttälä M., Aunio P., Lehto J.E., Van Luit J.E.H., Hautamäki J. Visuospatial working memory and early numeracy. Educational and Child Psychology 2003, 20:65-76.
52. Laski E., Siegler R.S. Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison. Child Development 2007, 78:1723-1743.
53. Lipton J.S., Spelke E.S. Preschool children's mapping of number words to nonsymbolic numerosities. Child Development 2005, 76:978-988.
54. Mäehler C., Schuchardt K. Working memory functioning in children with learning disabilities: Does intelligence make a difference?. Journal of Intellectual Disability Research 2009, 53:3-10.
55. Malofeeva E., Day J., Saco X., Young L., Ciancio D. Construction and evaluation of a number sense test with head start children. Journal of Educational Psychology 2004, 96:648-659.
56. Meyer M.L., Salimpoor V.N., Wu S.S., Geary D.C., Menon V. Differential contribution of specific working memory components to mathematics achievement in 2nd and 3rd graders. Learning and Individual Differences 2010, 20:101-109.
57. Mundy E., Gilmore C.K. Children's mapping between symbolic and nonsymbolic representations of number. Journal of Experimental Child Psychology 2009, 103:490-502.
58. Noël M.P. Counting on working memory when learning to count and to add: A preschool study. Developmental Psychology 2009, 45:1630-1643.
59. Nunes T., Bryant P. Children doing mathematics 1996, Blackwell, Oxford, UK.
60. Oberauer K., Schulze R., Wilhelm O., Süß H.M. Working memory and intelligence-their correlation and their relation: Comment on Ackerman, Beier, and Boyle (2005). Psychological Bulletin 2005, 131:61-65.
61. Opfer J.E., Siegler R.S. Representational change and children's numerical estimation. Cognitive Psychology 2007, 55:169-195.
62. Passolunghi M.C., Mammarella I.C., Altoè G. Cognitive abilities as precursors of the early acquisition of mathematical skills during first through second grades. Developmental Neuropsychology 2008, 33:229-250.
63. Raghubar K.P., Barnes M.A., Hecht S.A. Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. Learning and Individual Differences 2010, 20:110-122.
64. Rousselle L., Noël M.P. Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing. Cognition 2007, 102:361-395.
65. Schuchardt K., Gebhardt M., Mäehler C. Working memory functions in children with different degrees of intellectual disability. Journal of Intellectual Disability Research 2010, 54:346-353.
66. Schuchardt K., Mäehler C., Hasselhorn M. Working memory deficits in children with specific learning disorders. Journal of Learning Disabilities 2008, 41:514-523.
67. Siegler R.S., Booth J.L. Development of numerical estimation in young children. Child Development 2004, 75:428-444.
68. Siegler R.S., Opfer J.E. The development of numerical estimation: Evidence for multiple representations of numerical quantity. Psychological Science 2003, 14:237-243.
69. Sirin S.R. Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research 2005, 75:417-453.
70. Swanson H.L., Jerman O. Math disabilities: A selective meta-analysis of the literature. Review of Educational Research 2006, 76:249-274.
71. Tabachnick B.G., Fidell L.S. Using multivariate statistics 2007, Pearson, Boston, MA.
72. Toll S.W.M., Van der Ven S.H.G., Kroesbergen E.H., Van Luit J.E.H. Executive functions as predictors of math learning disabilities. Journal of Learning Disabilities 2011, 44:521-532.
73. Van Luit J.E.H., Van de Rijt B.A.M. Utrechtse Getalbegrip Toets - Revised 2009, Graviant, Doetinchem, the Netherlands.
74. Vukovic R., Siegel L. The role of working memory in specific reading comprehension difficulties. Working memory and neurodevelopmental disorders 2006, 89-112. Psychology Press, Hove, UK. T.P. Alloway, S.E. Gathercole (Eds.).
75. Whyte J.C., Bull R. Number games, magnitude representation, and basic number skills in preschoolers. Developmental Psychology 2008, 44:588-596.
76. Zheng X., Swanson H.L., Marcoulides G.A. Working memory components as predictors of children's mathematical word problem solving. Journal of Experimental Child Psychology 2011, 110:481-498.