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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
Dungan, James; Saxe, Rebecca – Cognitive Science, 2012
Language has been shown to play a key role in the development of a child's theory of mind, but its role in adult belief reasoning remains unclear. One recent study used verbal and nonverbal interference during a false-belief task to show that accurate belief reasoning in adults necessarily requires language (Newton & de Villiers, 2007). The…
Descriptors: Adults, Theory of Mind, Interference (Learning), Verbal Communication
