Attention, inhibitory control and early mathematical skills in preschool students

  1. Marisol Cueli 1
  2. Trinidad García 1
  3. Rui Alexandre Alves 2
  4. Paloma González-Castro 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidade Do Porto
    info

    Universidade Do Porto

    Oporto, Portugal

    ROR https://ror.org/043pwc612

Journal:
Psicothema

ISSN: 0214-9915,  1886-144X

Year of publication: 2020

Volume: 32

Issue: 2

Pages: 237-244

Type: Article

DOI: 10.7334/PSICOTHEMA2019.225 DIALNET GOOGLE SCHOLAR

More publications in: Psicothema

Sustainable development goals

Abstract

Functions (EFs) such as attention and inhibitory control may be related to the development of early mathematical skills. Method: This study is aimed at understanding the relationship between two EFs (attention and inhibitory control) and low and high relational and numerical mathematical skills in preschool students (143 children between 4 and 6 years old). Participants completed the Early Numeracy Test Revised and a continuous performance test which assessed attention (omissions and response time [RT]) and inhibitory control (commissions and variability). Results: Logistic Binomial Regression Analysis was carried out showing that in 4 to 6-year olds there are differences in omissions, RT and variability between the groups (low and high relational and numerical mathematical skills). However, once the effect of the age was controlled for, only RT predicted numerical mathematical skills. Conclusions: the results highlight the importance of attention in the numerical skills of preschool students, with a greater weight of response time which is better in students with higher numerical mathematics skills

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