Math Skills and Executive Functioning in Preschool: Clinical and Ecological Evaluation

被引：9

作者：

Presentacion, Maria-Jesus ^{[1
]}

Siegenthaler, Rebeca ^{[2
]}

Pinto, Vicente ^{[1
]}

Mercader, Jessica ^{[1
]}

Miranda, Aria ^{[1
]}

机构：

[1] Univ Jaume 1, Castellon de La Plana 12071, Spain

[2] Univ Jaume 1, Dept Dev Psychol Educ Social & Methodol, Castellon de La Plana 12071, Spain

来源：

REVISTA DE PSICODIDACTICA | 2015年 / 20卷 / 01期

关键词：

Executive functioning; preschool; basic math skills; working memory; inhibition; BEHAVIOR RATING INVENTORY; WORKING-MEMORY; LONGITUDINAL ASSOCIATIONS; NUMBER LINE; SHORT-TERM; CHILDREN; DISABILITIES; MATHEMATICS; ACHIEVEMENT; PERFORMANCE;

D O I：

10.1387/RevPsicodidact.11086

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study compares the relationship between executive functioning: analyzed with clinical and ecological tests, and math skills in preschoolers. The children (255 children 5 to 6 years old) were evaluated using neuropsychological tests of inhibition, and working memory and the TEDI-MATH to estimate basic mathematical skills. The ecological evaluation of the executive functioning by the parents and teachers was carried out with the Behavioral Rating Inventory of Executive Function (BRIEF). Compared to the ecological ratings, the neuropsychological measures show more correlations with math skills and a greater predictive capacity. The teachers' BRIEF results were superior to those of the parents. In all cases, working memory is the process that shows the greatest predictive power.

引用

页码：65 / 82

页数：18

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