RT journal article
T1 Modulation of general and specific cognitive precursors to early mathematical competencies in preschool children
A1 Aragón Mendizábal, Estívaliz Lorena
A1 Cerda, Gamal
A1 Aguilar Villagrán, Manuel
A1 Mera Cantillo, Carlos
A1 Navarro Guzmán, Francisco José Ignacio
A2 Psicología
K1 Early mathematical achievement
K1 General-domain precursors
K1 Specific-domain precursors
K1 Mathematical cognition
K1 Structural equation model
K1 preschool education
AB The main goal of this study was to analyze the contribution of predictors of both domaingeneral(working memory, processing speed, and receptive vocabulary) and domainspecificvariable (estimation and magnitude comparison) processes to informal mathematicalperformance (numbering, comparison, calculation, and understanding of concepts) inpreschoolers. In order to reach this, a structural equation modeling was used. A total of 158preschool students (ages ranging from 52 to 64 months) participated in the investigation.Students were assessed with informal tasks measuring mathematical thinking, numericalestimation, symbolic and non-symbolic comparison making, coding, receptive vocabulary,and backward digit span. Results showed that domain-general (specially workingmemory) was the highest impact of the general-domain predictors on informal mathematicalcompetencies and a limited specific-domain factor effects for magnitude comparison.The consequences for mathematics learning in initial school years are discussed.
PB SPRINGER
SN 0256-2928
YR 2021
FD 2021
LK http://hdl.handle.net/10498/30356
UL http://hdl.handle.net/10498/30356
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 07-nov-2026