This study investigates how the approximate number system (ANS) and young children's symbolic skills jointly develop and interact. Specifically, the study aims at disentangling the directionality of the association between ANS acuity and a wide range of symbolic skills that reflect 4- to 5-year-olds' symbolic quantitative knowledge (enumeration…

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…

Relatively few studies have directly examined children's memory of object-based spatial structure of room-sized environments. The current study investigated how children remember the spatial structure of a room, and the role of pictorial working memory (WM) and different testing perspectives in this process. In Experiment 1, 80 children aged 5 to…

Working memory is necessary for a wide variety of cognitive abilities. Developmental work has shown that as working memory capacities increase, so does the ability to successfully perform other cognitive tasks, including language processing. The present work demonstrates the effects of working memory availability on children's language production.…

Preschoolers' patterning skills are predictive of their concurrent and later math knowledge; however, it is unclear if patterning is only a proxy for general intelligence, or how it might support specific math skills. The current study examined the relation between 66 preschool children's patterning skills and their general cognitive abilities,…

Adolescence is a developmental period characterized by a complex maturation process of various cognitive abilities. Cognitive control, which includes response inhibition and working memory, is one of them. A typical study on response inhibition to visual stimuli presents distractors and targets on the same display (e.g., the computer screen).…

The ability to recognize temporal patterns and position events in time emerges during the preschool years and is refined in middle childhood. This study explored individual differences in temporal cognition in relation to verbal and nonverbal abilities. Children (30 boys, 32 girls; M[subscript age] = 8;2, age range = 6;0-10;8) completed 3…

This study examined whether attention to a location plays a role in the maintenance of locations in spatial working memory in young children as it does in adults. This study was the first to investigate whether distractors presented during the delay of a spatial working-memory task influenced young children's memory responses. Across 2…

This study was designed to investigate if the working memory profiles of children living in rural poverty are distinct from the working memory profiles of children living in urban poverty. Verbal and visuospatial working memory tasks were administered to sixth-grade students living in low-income rural, low-income urban, high-income rural, and…