Executive functioning and motivation in preschool children at risk for learning difficulties in mathematics;Funcionamiento ejecutivo y motivación en niños de educación infantil con riesgo de dificultades en el aprendizaje de las matemáticas

Revista de Neurologia

Volumn 60, Issue , 2015, Pages S81-S85

  Presentación Herrero, M Jesús ^a   Mercader Ruiz, Jessica ^a   Siegenthaler Hierro, Rebeca ^a   Fernández Andrés, Inmaculada ^b   Miranda Casas, Ana ^b  

^a UNIVERSITAT JAUME I   (Spain)

^b UNIVERSITY OF VALENCIA   (Spain)

Author keywords

Executive functioning; Inhibition; Learning difficulties in mathematics; Motivation; Preschool education; Working memory

Indexed keywords

ARTICLE; CHILD; CONTROLLED STUDY; DYSCALCULIA; EXECUTIVE FUNCTION; HUMAN; MOTIVATION; NEUROPSYCHOLOGICAL TEST; QUESTIONNAIRE; WORKING MEMORY; FEMALE; LEARNING DISORDERS; MALE; MATHEMATICS; PHYSIOLOGY; PRESCHOOL CHILD; RISK ASSESSMENT;

CHILD; CHILD, PRESCHOOL; EXECUTIVE FUNCTION; FEMALE; HUMANS; LEARNING DISORDERS; MALE; MATHEMATICS; MOTIVATION; RISK ASSESSMENT;

EID: 84924350359     PISSN: 02100010     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (23)

1. OCDE. PISA: Programme for International Student Assessment. En Sistema Estatal de Indicadores de la Educacion. Madrid: Ministerio de Educacion, Cultura y Deporte; 2012.
2. Asociacion Americana de Psiquiatria. Guia de consulta de los criterios diagnosticos del DSM 5. Arlington, VA: Asociacion Americana de Psiquiatria; 2013.
3. Chu FW, Van Marle K, Geary DC. Quantitative deficits of preschool children at risk for mathematical learning disability. Front Psychol 2013; 4: 195.
4. Milla MG. Atencion temprana de las dificultades de aprendizaje. Rev Neurol 2006; 42 (Supl 2): S153-6.
5. Clark CA, Pritchard VE, Woodward LJ. Preschool executive functioning abilities predict early mathematics achievement. Dev Psychol 2010; 46: 1176-91.
6. Toll SW, Van der Ven SH, Kroesbergen EH, Van Luit JE. Executive functions as predictors of math learning disabilities. J Learn Disabil 2011; 44: 521-32.
7. Gunderson EA, Ramirez G, Beilock SL, Levine SC. The relation between spatial skill and early number knowledge: the role of the linear number line. Dev Psychol 2012; 48: 1229-41.
8. Li Y, Geary DC. Developmental gains in visuospatial memory predict gains in mathematics achievement. PLoS One 2013; 8: e70160.
9. Blair C, Razza RP. Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Dev 2007; 78: 647-66.
10. Espy KA, McDiarmid MM, Cwik MF, Stalets MM, Hamby A, Senn TE. The contribution of executive functions to emergent mathematic skills in preschool children. Dev Neuropsychol 2004; 26: 465-86.
11. Szucs D, Devine A, Soltesz F, Nobes A, Gabriel F. Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex 2013; 49: 2674-88.
12. Miranda A, Acosta G, Tarraga R, Fernandez I, Rosel J. Nuevas tendencias en la evaluacion de las dificultades de aprendizaje de las matematicas. El papel de la metacognicion. Rev Neurol 2005; 40 (Supl 1): S97-102.
13. Mokrova IL, O’Brien M, Clakins SD, Leerkes EM, Marcovitch S. The role of persistence at preschool age in academic skills at kindergarten. Eur J Psychol Educ 2013; 28: 1495-503.
14. Daniels DH. Children’s affective orientations in preschool and their initial adjustment to kindergarten. Psychol Sch 2014; 51: 256-72.
15. Fantuzzo J, Bulotsky-Shearer R, McDermott P, McWayne C, Frye D. Investigation of dimensions of social-emotional classroom behavior and school readiness for low-income urban preschool children. University of Pennsylvania Scholarly Commons: GSE Publications; 2007.
16. Spreen O, Strauss, E. A compendium of neuropsychological tests: administration, norms and commentary. New York: Oxford University Press; 1991.
17. Gregoire, J, Noel MP, Van Nieuwenhoven C. TEDI-MATH; Test para el diagnostico de las competencias basicas en matematicas. Madrid: TEA Ediciones; 2005.
18. Presentacion MJ, Siegenthaler R, Pinto V, Mercader J, Miranda A. Math skills and executive functioning in preschool: clinical and ecological evaluation. Revista de Psicodidactica 2015; 20: 65-82.
19. McDermott PA, Green LF, Francis JM, Stott DH. Escala de conductas de aprendizaje en preescolar. Philadelphia: Edumetric & Clinical Science; 2000.
20. Swanson HL, Jerman O. Math disabilities: a selective metaanalysis of the literature. Rev Educ Res 2006; 76: 249-74.
21. Peng P, Fuchs D. A meta-analysis of working memory deficits in children with learning difficulties: Is there a difference between verbal domain and numerical domain? J Learn Disabil 2014; Feb 18. [Epub ahead of print].
22. Reimann G, Stoecklin M, Lavallee K, Gut J, Frischknecht MC, Grob A. Cognitive and motivational profile shape predicts mathematical skills over and above profile level. Psychol Sch 2013; 50: 37-56.
23. Diamond A, Lee K. Interventions shown to aid executive function development in children 4 to 12 years old. Science 2011; 333: 959-64.