Working Memory in Nonsymbolic Approximate Arithmetic Processing: A Dual‐Task Study With Preschoolers

• DOI: 10.1111/cogs.12053
• Publication Date: 2013-07-15T18:33:34Z
• Authors: Iro Xenidou‐Dervou; Ernest C. D. M. v...; Menno van der Schoot
• Keywords: Numerical Cognition

Abstract Preschool children have been proven to possess nonsymbolic approximate arithmetic skills before learning how manipulate symbolic math and thus any formal instruction. It has assumed that tasks necessitate the allocation of Working Memory (WM) resources. WM consistently shown be an important predictor children's development achievement. The aim our study was uncover specific role in math. For this purpose, we conducted a dual‐task with preschoolers active phonological, visual, spatial, central executive interference during completion addition dot task. With regard , found clear performance breakdown condition. Our findings provide insight into underlying cognitive processes involved storing manipulating numerosities early arithmetic.