Background: In several countries, children's math skills have been declining at an alarming rate in recent years and decades, and one of the explanations for this alarming situation is that children have difficulties in establishing the relations between arithmetical operations. Aim: In order to address this question, our goal was to determine the…

This study examined auditive and visual working memory and metacognitive knowledge in 92 gifted children (aged between eight and twelve), utilising a pre-test-training-post-test design, known as the cognitive training design. This approach was used to examine the working memory and metacognitive knowledge of gifted children concerning the…

We performed a meta-analysis of dual-task experiments to assess the robustness of the effects of conducting working memory secondary tasks on arithmetic performance. Four hundred effect sizes from 21 studies from 1,049 participants were analyzed across a variety of specifications. Results revealed that increases in working memory load resulted in…

This study investigated which domain-specific and domain-general skills measured at grade 1 predict mathematical learning difficulties (MLD) status at grade 3. We used different cut-off criteria and measures of mathematics performance for defining the MLD status. Norwegian children's (N = 206) numeracy, cognitive, and language skills were measured…

Introduction: This study has aimed to investigate the relationship between the development of working memory and performance on arithmetic activities. Method: We conducted a 3-year longitudinal study of a sample of 90 children, that was followed during the first, second and third year of primary school. All children were tested on measures of WM…

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…

The current study aimed at addressing two issues concerning children's estimation performance: (1) to investigate whether the log-to-linear framework or the proportional judgment framework provided a better explanation of children's estimation patterns, and (2) to examine the consistency of response patterns in different estimation tasks. A sample…

This study investigated the roles of different executive function (EF) components (inhibition, shifting, and working memory) in 2-step arithmetic word problem solving. A sample of 139 children aged 8 years old and regularly attending the 3rd grade of primary school were tested on 6 EF tasks measuring different EF components, a reading task and a…

Time perception has not been comprehensively examined in mathematics difficulties (MD). Therefore, verbal time estimation, production, and reproduction were tested in 13 individuals with MD and 16 healthy controls, matched for age, sex, and intellectual skills. Individuals with MD performed comparably to controls in time reproduction, but showed a…

This study aimed to examine the relations among property strategies, working memory, and multiplication tasks with 101 Chinese fourth-grade students. Two multiplication property strategies (associative and distributive) were compared with no strategy and demonstrated differentiated effects on students' accuracy and reaction time. Associative…

This study determined the working memory (WM) components (executive, phonological short-term memory [STM], and visual-spatial sketchpad) that best predicted mathematical word problem-solving accuracy in elementary schoolchildren (N = 392). The battery of tests administered to assess mediators between WM and problem-solving included measures of…

Purpose: Counting and exact arithmetic rely on language-based representations, whereas number comparison and approximate arithmetic involve approximate quantity-based representations that are available early in life, before the first stages of language acquisition. The objective of this study was to examine the impact of language abilities on the…

We examined the role of executive attention, which encompasses the common aspects of executive function and executive working memory, in children's acquisition of two aspects of mathematical skill: (a) knowledge of the number system (e.g., place value) and of arithmetic procedures (e.g., multi-digit addition) and (b) arithmetic fluency (i.e.,…

This study evaluated the influence of the frequency of reading and writing habits (RWH) associated with education on the performance of adults in brief neuropsychological tasks. A sample of 489 Brazilian subjects, composed of 71% women, aged 21-80 years, with 2-23 years of formal education, was evaluated by the Brazilian Brief Neuropsychological…

We examined developmental and individual differences in 6th and 8th graders' fraction arithmetic and overall mathematics achievement and related them to differences in understanding of fraction magnitudes, whole number division, executive functioning, and metacognitive judgments within a cross-sectional design. Results indicated that the…