Specific and general cognitive factors underlying numerical development : how training these factors impacts arithmetic in preschoolers ?
(2017)
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Details
- Authors
- Supervisors
- Noël, Marie-Pascale
- Abstract
- The development of numerical cognition relies on specific and general cognitive factors. The objective of this PhD thesis is to understand better the relations between these different factors and numerical as well as arithmetical capacities in 5- to 6-year-old children. The present work starts with a literature review about the associations between specific numerical factors and one general cognitive factor, working memory, and numerical development. The following chapters present four studies which took an interest in the impact of training these factors on numerical and arithmetical competences. In the first study, the effects of two numerical training conditions (symbolic and non-symbolic) were compared; the second study compared the impact of two Arabic number magnitude processing (number comparison and number line positioning) training programs; in the third and fourth studies, participants received a working memory training program. Finally, a longitudinal study was conducted to assess the predictive value of these different factors on calculation skills one and three years later.
- Affiliations
Citations
Honoré, N. (2017). Specific and general cognitive factors underlying numerical development : how training these factors impacts arithmetic in preschoolers ? https://hdl.handle.net/2078.5/92391