Catalogo Articoli (Spogli Riviste)

OPAC HELP

Titolo:
Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory
Autore:
Bull, R; Scerif, G;
Indirizzi:
Univ Aberdeen, Dept Psychol, Aberdeen AB24 2UB, Scotland Univ Aberdeen Aberdeen Scotland AB24 2UB ol, Aberdeen AB24 2UB, Scotland Univ Coll London, Inst Child Hlth, London WC1E 6BT, England Univ Coll London London England WC1E 6BT Hlth, London WC1E 6BT, England
Titolo Testata:
DEVELOPMENTAL NEUROPSYCHOLOGY
fascicolo: 3, volume: 19, anno: 2001,
pagine: 273 - 293
SICI:
8756-5641(2001)19:3<273:EFAAPO>2.0.ZU;2-X
Fonte:
ISI
Lingua:
ENG
Soggetto:
LEARNING-DISABLED READERS; PERFORMANCE; ATTENTION; STROOP; TASKS; NEUROPSYCHOLOGY; COMPREHENDERS; DIFFICULTIES; DISABILITIES; SUPPRESSION;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
66
Recensione:
Indirizzi per estratti:
Indirizzo: Bull, R Univ Aberdeen, Dept Psychol, William Guild Bldg, Aberdeen AB24 2UB, Scotland Univ Aberdeen William Guild Bldg Aberdeen Scotland AB24 2UB tland
Citazione:
R. Bull e G. Scerif, "Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory", DEV NEUROPS, 19(3), 2001, pp. 273-293

Abstract

Children's mathematical skills were considered in relation to executive functions. Using multiple measures-including the Wisconsin Card Sorting Task (WCST), dual-task performance, Stroop task, and counting span-it was found that mathematical ability was significantly correlated with all measures ofexecutive functioning, with the exception of dual-task performance. Furthermore, regression analyses revealed that each executive function measure predicted unique variance in mathematics ability. These results are discussedin terms of a central executive with diverse functions (Shallice & Burgess, 1996) and with recent evidence from Miyake, et al. (2000) showing the unity and diversity among executive functions. It is proposed that the particular difficulties for children of lower mathematical ability are lack of inhibition and poor working memory, which result in problems with switching and evaluation of new strategies for dealing with a particular task. The practical and theoretical implications of these results are discussed, along with suggestions for task changes and longitudinal studies that would clarifytheoretical and developmental issues related to executive functioning.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 10/07/20 alle ore 15:30:01