Funcionamento executivo e desempenho matemático: um estudo longitudinal
Article Sidebar
Main Article Content
Abstract
This longitudinal study aimed to analyze the predictive power of the executive functions of inhibition and working memory (WM) assessed at Kindergarten (T1) on the formal and informal aspects of the mathematical performance in 2nd grade of Primary School (T2). The initial sample consisted of 209 preschool children of 5-6 years old. The 86.12% of this sample was re-evaluated in the T2 (7-8 years). In the T1 six neuropsychological tasks related to the executive functions of inhibition and verbal and visuospatial WM were administered. In T2, the test TEMA-3 (Ginsburg and Baroody, 2003) was used to assess different aspects of math performance. The results showed that 5 of the 6 tasks applied in kindergarten are able to predict later math achievement, with a special weight of the verbal WM function. The implications of these findings for research and practice are discussed.
Downloads
Article Details
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
Alloway, T., Gathercole, S., y Pickering, S. (2006). Verbal and visuospatial short-term and working memory in children: Are they separable? Child Development, 77(6), 1698-1716. doi: 10.1111/j.1467-8624.2006.00968.x
Archibald, S. J., y Kerns, K. A. (1999). Identification and description of new tests ofexecutive functioning in children. Child Neuropsychology, 5, 115–129. doi: 10.1076/chin.5.2.115.3167
Baddeley, A. D. (1997). Human memory: Theory and practice. Psychology Press.
Bull, R. y Lee, K. (2014). Executive Functioning and Mathematics Achievement. Child Development Perspectives, 1 (8), 36-41. doi:10.1111/cdep.12059
Bull, R., y Scerif, G. (2001). Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory. Developmental neuropsychology, 19(3), 273-293. doi: 10.1207/s15326942dn1903_3
Diamond, A. (2013). Executive functions. Annual review of psychology, 64, 135. doi: 10.1146/annurev-psych-113011-143750
Diamond, A., y Taylor, C. (1996). Development of an aspect of executive control: Development of the abilities to remember what I said and to “Do as I say, not as I do”. Developmental psychobiology, 29(4), 315-334. doi: 10.1002/(sici)1098-2302(199605)29:4<315::aid-dev2>3.3.co;2-c
Espy, K. A., McDiarmid, M. M., Cwik, M. F., Stalets, M. M., Hamby, A., y Senn, T. E. (2004). The contribution of executive functions to emergent mathematical skills in preschool children. Developmental Neuropsychology, 26, 465-486. doi: 10.1207/s15326942dn2601_6
Gathercole, S., Pickering, S., Ambridge, B., y Wearing, H. (2004). The structure of working memory from 4 to 15 years of age. Developmental Psychology, 40, 177-190. doi: 10.1037/0012-1649.40.2.177
Ginsburg, H. y Baroody, A. (2003). TEMA-3; Test de Competencia Matemática Básica. Madrid: TEA.
Henry, L., y MacLean, M. (2003) Relationships between working memory, expressive vocabulary and arithmetical reasoning in children with and without intellectual disabilities. Educational and Child Psychology, 20(3), 51-63.
Holmes, J., y Adams, J. W. (2006). Working memory and children’s mathematical skills: Implications for mathematical development and mathematics curricula. Educational Psychology, 26(3), 339-366. doi: 10.1080/01443410500341056
IBM Corp. Released 2014. IBM SPSS Statistics for Windows, Version 22.0. Chicago, ILL: IBM Corp.
Kyttälä, M., y Lehto, J. (2008). Some factors underlying mathematical performance: The role of visuospatial working memory and non-verbal intelligence. European Journal of Psychology of Education, 22(1), 77-94. doi: 10.1007/bf03173141
Lee, K., Bull, R., y Ho, R. M. H. (2013). Developmental changes in executive functioning. Child Development, 84, 1933–1953. doi: 10.1111/cdev.12096
Luria, A. R. (1966). Higher cortical functions in man. New York: Basic Books.
Miyake, A., Friedman, N.P., Emerson, M.J., Witzki, H.A., Howerter, A. y Wager, T.D. (2000). The unity and diversity of executive functions and their contributions to complex “Frontal Lobe” tasks: a latent variable analysis. Cognitive Psychology 41, 49-100. doi: 10.1006/cogp.1999.0734
Passolunghi, M. C., y Cornoldi, C. (2008). Working memory failures in children with arithmetical difficulties. Child Neuropsychology, 14(5), 387-400. doi: 10.1080/09297040701566662
Pickering, S., Baqués, J., y Gathercole, S. (1999). Batería de tests de memoria de trabajo. Barcelona: Universidad Autónoma de Barcelona.
Raghubar, K. P., Barnes, M. A., y Hecht, S. A. (2010). Working memory and mathematics: A review of developmental, individual differences, and cognitive approaches. Learning and Individual Differences, 20, 110–122. doi: 10.1016/j.lindif.2009.10.005
Siegel, L. S., y Ryan, E. B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, 60(4), 973-980. doi: 10.1111/j.1467-8624.1989.tb03528.x
Verdejo-García, A. y Bechara, A. (2010). Neuropsicología de las funciones ejecutivas. Psicothema 22 (2), 227-235.
Zelazo, P. D., y Müller, U. (2002). Executive function in typical and atypical development. In U. Goswami (Ed.), Handbook of childhood cognitive development (pp. 445–469), Oxford, England: Blackwell.