Inhibitory control and visuospatial working memory contribute to 5-year-old children's use of quantitative inversion |
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| Institution: | 1. Project Director, Research and Outcomes Assessment, Teaching & Learning with Technology, NYU IT, 10 Astor Place, 4th Floor, New York, NY, 10012, USA;2. Clinical Assistant Professor of Oral and Maxillofacial Surgery, NYU College of Dentistry, 345 E 24th Street, New York, NY, 10010, USA;3. Paulette Goddard Chair in Digital Media and Learning Science, Professor at New York University, Founding Director of the CREATE Consortium for Research and Evaluation of Advanced Technology in Education and co-director of the Games for Learning Institute, 194 Mercer Street, 8th Floor, New York, NY, 10012, USA;1. Ruhr University Bochum, Germany;2. University of Osnabrück, Germany;3. University of Bielefeld, Germany;4. Institute for Educational Quality Improvement (IQB), Berlin, Germany;5. Center for International Student Assessment (ZIB), Germany;6. University of Duisburg-Essen, Germany;1. University of Pittsburgh, Learning Research and Development Center, Pittsburgh, PA, USA;1. University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Europastr. 6, 72072, Tübingen, Germany;2. Technical University of Munich (TUM), School of Social Sciences and Technology, Marsstraße 20-22, 80335, Munich, Germany |
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| Abstract: | This study examined the hypothesis that general cognitive resources moderated 5-year-old children's performance differences between the Concrete Identical and the Pure Quantity conditions on inversion problems (a + b – b) but not on standard problems (a + b – c). Study 1 (N = 104) showed that children who experienced higher visuospatial working memory burden performed significantly poorer in solving the inversion problems in the Pure Quantity condition than in the Concrete Identical condition, whereas those who experienced lower working memory burden showed no such difference. Study 2 (N = 194) demonstrated that children with lower levels of inhibitory control solved significantly fewer inversion problems in the Pure Quantity condition than in the Concrete Identical condition, whereas no such difference was found in children with higher levels of inhibitory control. These findings suggest that inhibitory control and visuospatial working memory may support children's use of quantitative inversion. |
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| Keywords: | inversion Inhibitory control Working memory Arithmetic Conceptual understanding |
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