Inhibition and working memory: differential markers of arithmetic and solving problems difficulties in Kindergarten

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Published: Dec 31, 2019
DOI: https://doi.org/10.17060/ijodaep.2019.n2.v2.1735
Keywords:
working memory inhibition arithmetic problem solving Kindergarten

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Jessica Mercader Ruiz
Universitat Jaume I
Aída Puig Lleixà
Universitat Jaume I
Rosa Mª Rodrigo Carrión
Universitat Jaume I
Laura Abellán Roselló
Universidad Internacional de la Rioja
Rebeca Siegenthaler Hierro
Universitat Jaume I

Abstract

The aim of this study was to determine if the executive functions of working memory (WM) and inhibition are constituted as differential markers of arithmetic and problem solving difficulties at schooling beginning. The sample consisted of 208 kindergarteners aged 5 to 6 years (mean age = 70.17 months; SD = 3.51; 47.6% girls and 52.4% boys). Different executive functioning neuropsychological tasks were administered to assess visual and auditory inhibition, and verbal and viso-spatial WM. Participants were categorized into 4 groups based on their performance in the arithmetic and problem solving subtests of TEDI-MATH (Grégoire, Noël, and Van Nieuwenhoven, 2005): initial arithmetic difficulties (AD, n = 17) ; initial problem solving difficulties (PSD, n = 13); initial difficulties in both domains (AD + PSD, n = 20) and average performance (AP, n= 158). Results revealed a worse functioning of AD + PSD group in all tasks of inhibition and verbal WM compared to the AP group. Analysis also showed greater impairment of the AD group in visual inhibition and the PSD group in verbal WM in comparison with children without math problems. The task of auditory inhibition is the only one able to discriminate between DC + DRP group and children with difficulties in a single domain. No differences were found in the viso-spatial WM tasks. The implications of these findings for research and psychoeducational practice are discussed.

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How to Cite
Mercader Ruiz, J., Puig Lleixà, A., Rodrigo Carrión, R. M., Abellán Roselló, L., & Siegenthaler Hierro, R. (2019). Inhibition and working memory: differential markers of arithmetic and solving problems difficulties in Kindergarten. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 2(2), 25–34. https://doi.org/10.17060/ijodaep.2019.n2.v2.1735
Issue
Vol. 2 No. 2 (2019): PSYCHOLOGY, CHILDHOOD AND EDUCATION
Section
Articles
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Author Biographies

Jessica Mercader Ruiz, Universitat Jaume I

Universitat Jaume I

Aída Puig Lleixà, Universitat Jaume I

Universitat Jaume I

Rosa Mª Rodrigo Carrión, Universitat Jaume I

Universitat Jaume I

Laura Abellán Roselló, Universidad Internacional de la Rioja

Universidad Internacional de la Rioja

Rebeca Siegenthaler Hierro, Universitat Jaume I

Universitat Jaume I

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