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Direct linkIuculano, Teresa; Moro, Raffaella; Butterworth, Brian – Learning and Individual Differences, 2011
Here we wished to determine how the sub-components of Working Memory (Phonological-Loop and Central Executive) influence children's arithmetical development. Specifically, we aimed at distinguishing between Working Memory inhibition and updating processes within the Central Executive, and the domain-specificity (words and numbers) of both…
Descriptors: Phonology, Inhibition, Short Term Memory, Arithmetic
Jordan, Nancy C.; Glutting, Joseph; Ramineni, Chaitanya – Learning and Individual Differences, 2010
Children's symbolic number sense was examined at the beginning of first grade with a short screen of competencies related to counting, number knowledge, and arithmetic operations. Conventional mathematics achievement was then assessed at the end of both first and third grades. Controlling for age and cognitive abilities (i.e., language, spatial,…
Descriptors: Mathematics Achievement, Grade 1, Arithmetic, Mathematics Instruction
Willburger, Edith; Fussenegger, Barbara; Moll, Kristina; Wood, Guilherme; Landerl, Karin – Learning and Individual Differences, 2008
In four carefully selected samples of 8- to 10-year old children with dyslexia (but age adequate arithmetic skills), dyscalculia (but age adequate reading skills), dyslexia/dyscalculia and controls a domain-general deficit in rapid automatized naming (RAN) was found for both dyslexia groups. Dyscalculic children exhibited a domain-specific deficit…
Descriptors: Dyslexia, Reading Skills, Arithmetic, Basic Skills
