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Working Memory in Nonsymbolic Approximate Arithmetic Processing: A Dual-Task Study with Preschoolers
Peer reviewed
Direct linkXenidou-Dervou, Iro; van Lieshout, Ernest C. D. M.; van der Schoot, Menno – Cognitive Science, 2014
Preschool children have been proven to possess nonsymbolic approximate arithmetic skills before learning how to manipulate symbolic math and thus before any formal math instruction. It has been assumed that nonsymbolic approximate math tasks necessitate the allocation of Working Memory (WM) resources. WM has been consistently shown to be an…
Descriptors: Short Term Memory, Arithmetic, Preschool Children, Mathematics Skills
