Low performance on mathematical tasks in preschoolers: the importance of domain‐general and domain‐specific abilities.
Abstract: Background: Different domain‐specific and domain‐general cognitive precursors play a key role in the development of mathematical abilities. The contribution of these domains to mathematical ability changes during development. Primary school‐aged children who show mathematical difficulties...
| Publicado en: | Journal of Intellectual Disability Research Vol. 62; no. 4; pp. 292 - 303 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=128440974&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 128440974 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09642633 EUL jtl: Journal of Intellectual Disability Research issn: 09642633 maglogo: Y pubinfo: dt: Apr2018 vid: 62 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 128440974 128440974 128440974 10.1111/jir.12465 128440974 ppf: 292 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Low performance on mathematical tasks in preschoolers: the importance of domain‐general and domain‐specific abilities. aug: au: Costa, H. M. Nicholson, B. Donlan, C. Van Herwegen, J. affil: Department of Psychology, Kingston University London, UK sug: subj: Academic Achievement In Infancy and Childhood Psychomotor Performance In Infancy and Childhood Mathematics Child, Preschool Human Cluster Analysis Child, Preschool: 2-5 years ab: Abstract: Background: Different domain‐specific and domain‐general cognitive precursors play a key role in the development of mathematical abilities. The contribution of these domains to mathematical ability changes during development. Primary school‐aged children who show mathematical difficulties form a heterogeneous group, but it is not clear whether this also holds for preschool low achievers (LAs) and how domain‐specific and domain‐general abilities contribute to mathematical difficulties at a young age. The aim of this study was to explore the cognitive characteristics of a sample of preschool LAs and identify sub‐types of LAs. Methods: 81 children were identified as LAs from 283 preschoolers aged 3 to 5 years old and were assessed on a number of domain‐general and domain‐specific tasks. Results: Cluster analysis revealed four subgroups of LAs in mathematics: (1) a weak processing sub‐type; (2) a general mathematical LAs sub‐type; (3) a mixed abilities sub‐type; and (4) a visuo‐spatial deficit sub‐type. Whilst two of the groups showed specific domain‐general difficulties, none showed only domain‐specific difficulties. Conclusions: Current findings suggest that preschool LAs constitute a heterogeneous group and stress the importance of domain‐general factors for the development of mathematical abilities during the preschool years. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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