[automatically translated] Introduction: In several studies have found associations between the executive functions of shifting (Bull and Sherif, 2001; D'Amico and Guarnera, 2005), updating (Passolunghi and Pazzaglia, 2005) and mathematical learning, while less significant are the results of studies examining the inhibitory processes (Passolunghi and Siegel, 2001; Censabella & Noel, 2008). This study therefore aims to examine the associations between various mathematical skills such as written calculation, numerical knowledge and recovery of arithmetic facts, and executive functions of shifting, inhibition and updating. The inhibition processes are examined in automatic and controlled aspects, for information exogenous and endogenous. Method: They took part in the survey 110 children of elementary IV. The shifting processes were measured by testing alternate letters / numbers and color / number. The updating process has been measured by the Task Updating of Palladino et al. (2001). The controlled inhibition of endogenous information was measured by calculating the nell'Updating task intrusion errors, while the controlled inhibition of the endogenous and exogenous material material automatic inhibition were measured, respectively, using the Stroop tasks and Negative Priming. results and Discussion: the results partially confirmed those obtained in previous studies showing an association between scores in the shifting and written calculation measures, numeric knowledge and arithmetic facts, and between updating, numeric knowledge and arithmetic facts. meaningful relationships emerge between some intrusion measures and numerical knowledge, and among the sensitivity scores at Stroop and skills in arithmetic facts, indicating that children with good performance in mental calculation have increased susceptibility. Conversely, a score to Negative Priming not show any association with arithmetic skills. A series of regression analysis with stepwise method have determined that the shifting is the only predictor of calculation written and numerical knowledge, while shifting and sensitivity to the Stroop are both significant predictors of arithmetic facts retrieval. Bibliography: Bull, R., & Scerif, G. (2001). Executive Functioning as a Predictor of Children's Mathematics Ability: Inhibition, Switching, and Working Memory. Developmental Neuropsychology, 19 (3), 273-293.Censabella S., MP Noël (2008). The Inhibition Capacities of Children with Mathematical Disabilities, Child Neuropsychology, Volume 14 (1), 1-20. D'Amico A., & Guarnera M. (2005). Exploring the working memory in children with low arithmetical achievement. Learning and Individual Differences, 15 (3), 189-202.Palladino P., Cornoldi C., R. De Beni and Pazzaglia F., (2001). Working memory and updating processes in reading comprehension. Memory & Cognition, 29, 344-354.Passolunghi MC, Pazzaglia F. (2005). A comparison of updating processes in children good or poor in arithmetic word problem-solving. Learning and Individual Differences, 15, 257-269.Passolunghi, MC, & Siegel, LS (2001). Short-term memory, working memory and inhibitory control in children with difficulties in arithmetic problem solving. Journal of Experimental Child Psychology, 80, 44-57.
|Number of pages||218|
|Publication status||Published - 2008|