Attentional Factors Involved in Learning in the First Grade
DOI:
https://doi.org/10.6000/2292-2598.2016.04.02.3Keywords:
Visual attention, literacy, numeracy, processing speed, attention deficitAbstract
In the school population, attentional problems are one of the most frequent causes of failure in learning; sometimes these take the form of a specific deficit and in other cases an attention disorder occurs in comorbidity with a learning disorder. It seems crucial to focus on what peculiar characteristics of attention are involved in basic learning in order to contribute to the diagnostic order and to arrange paths of development.
This research aims to verify the weight of the different components of attention involved in the outcomes of the first stages of learning.
A total of 69 children (34 males and 35 females, aged 6.4±1.1 years and 7.3±1.2 years respectively) in first grade, participated in the study. The results of the correlational analysis carried out show that there are specific significant relationships between the various components of attention and performance in reading, writing and calculation. In particular, visual attention appears to be the aspect most involved in the initial development of the learning of these three abilities.
Factorial analysis shows a single factor involved in the learning of reading, writing and calculation: “Rapid Visual Attention”. The processes identified in the factor are: Selective Attention, Visual Selective Attention, Shifting Focus, Focused Attention, Planning and Inhibition. This factor is characterised by speed in Selective/Sustained Visual Attention and this explains the role of attention in success in reading, writing and calculation in the early stages of school learning.
The Rapid Visual Attention Factor contributes to rapidity in reading, speed in writing and numerical knowledge in first grade children, confirming the causal relationship between visual attention and initial learning in this age group. This “Rapid Visual Attention” Factor may be crucial in accounting for the comorbidity between Attention Deficit Hyperactivity Disorder and Learning Disabilities.
References
Jaekel J, Wolke D, Bartman P. Poor attention rather than hyperactivity/impulsivity predicts academic achievement in very preterm and full-term adolescents. Psychol Med 2013; 43: 183-196. http://dx.doi.org/10.1017/S0033291712001031 DOI: https://doi.org/10.1017/S0033291712001031
Loher S, Roebers CM. Executive Functions and Their Differential Contribution to Sustained Attention in 5- to 8-Year-Old Children. J Edu Develop Psychol 2013; 3: 51-63. http://dx.doi.org/10.5539/jedp.v3n1p51 DOI: https://doi.org/10.5539/jedp.v3n1p51
Klenberg L, Korkman M, Lahti-Nuuttila P. Differential deve-lopment of attention and executive functions in 3- to 12-year-old Finnish children. Dev Neuropsychol 2001; 20: 407-428. http://dx.doi.org/10.1207/S15326942DN2001_6 DOI: https://doi.org/10.1207/S15326942DN2001_6
Carlson SM, Moses LJ. Individual differences in inhibitory control and children’s theory of mind. Child Dev 2001; 72: 1032-1053. http://dx.doi.org/10.1111/1467-8624.00333 DOI: https://doi.org/10.1111/1467-8624.00333
Zelazo PD, Müller U, Frye D, Marcovitch S. The development of executive function. Monog Soc Res Child Dev 2003; 68: 11−27. http://dx.doi.org/10.1111/j.0037-976X.2003.00261.x DOI: https://doi.org/10.1111/j.0037-976X.2003.00261.x
Asato MR, Sweeney JA, Luna B. Cognitive processes in the development of TOL performance. Neuropsychol 2006; 44: 2259-2269. http://dx.doi.org/10.1016/j.neuropsychologia.2006.05.010 DOI: https://doi.org/10.1016/j.neuropsychologia.2006.05.010
Pezzica S, Pinto G, Bigozzi L, Vezzani C. Where is my attention? Children’s metaknowledge trough drawings, Educ Psychol 2015; 36: 616-637. http://dx.doi.org/10.1080/01443410.2014.1003035 DOI: https://doi.org/10.1080/01443410.2014.1003035
Lagae L. Learning Disabilities: Definitions, Epidemiology, Diagnosis, and Intervention Strategies. Pediatr Clin N Am 2008; 55: 1259-1268. http://dx.doi.org/10.1016/j.pcl.2008.08.001 DOI: https://doi.org/10.1016/j.pcl.2008.08.001
Froelich TE, Lanphear BP, Epstein JN, Barbaresi WJ, Katusic SK, Kahn RS. Prevalence, Recognition, and Treatment of Attention-Deficit/Hyperactivity Disorder in a National Sample of US Children. Arch Pediatic Adolesc Med 2007; 161: 857-64. http://dx.doi.org/10.1001/archpedi.161.9.857 DOI: https://doi.org/10.1001/archpedi.161.9.857
Pezzica S, Tarchi C, Piccinelli F, Bigozzi L. Analisi quantitativa e di contenuto del percorso di Parent Training per genitori di bambini con ADHD: uno studio pilota. Psicologia Clinica dello Sviluppo 2013; 17: 45-72.
Pezzica S, Bigozzi L. Un Parent Training Cognitivo Comportamentale e Mentalizzante per bambini con ADHD, Psicologia Clinica dello Sviluppo 2015; 12: 271-296.
DuPaul GJ, Gormley MJ, Laracy SD. Comorbidity of LD and ADHD: implications of DSM-5 for assessment and treatment. J Learn Dis 2013; 46: 43-51. http://dx.doi.org/10.1177/0022219412464351 DOI: https://doi.org/10.1177/0022219412464351
Mayes SD, Calhoun SL. Frequency of Reading, Math, and Writing Disabilities in Children with Clinical Disorders. Learn Individ Differ 2006; 16: 145-157. http://dx.doi.org/10.1016/j.lindif.2005.07.004 DOI: https://doi.org/10.1016/j.lindif.2005.07.004
Willcutt EG, Betjemann RS, McGrath LM et al., Etiology and neuropsychology of comorbidity between RD and ADHD: the case for multiple- deficit models. Cortex 2010; 46: 1345-1361. http://dx.doi.org/10.1016/j.cortex.2010.06.009 DOI: https://doi.org/10.1016/j.cortex.2010.06.009
Fletcher JM, Shaywitz SE, Shaywitz BA. Comorbidity of learning and attention disorders. Separate but equal. Pediatr Clin North Am 1999; 46: 885-97. http://dx.doi.org/10.1016/S0031-3955(05)70161-9 DOI: https://doi.org/10.1016/S0031-3955(05)70161-9
Capano L, Minden D, Chen SX, Schacher RJ, Ickowicz A. Mathematical learning disorder in school-age children with attention-deficit hyperactivity disorder. Can J Psychiatry 2008; 53: 392-9. DOI: https://doi.org/10.1177/070674370805300609
Miller AC, Fuchs D, Fuchs LS et al. Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers. J Res Educ Eff 2014; 7: 232-249. http://dx.doi.org/10.1080/19345747.2014.906691 DOI: https://doi.org/10.1080/19345747.2014.906691
Alloway TP, Gathercole SE, Elliott J. Examining the link between working memory behaviour and academic attainment in children with ADHD. Dev Med Child Neurol 2010; 52: 632-6. http://dx.doi.org/10.1111/j.1469-8749.2009.03603.x DOI: https://doi.org/10.1111/j.1469-8749.2009.03603.x
Rabiner D, Coie J. Early attention problems and children’s reading achievement: A longitudinal investigation. J Am Acad Child Adolesc Psychiatry 2000; 39: 859-867. http://dx.doi.org/10.1097/00004583-200007000-00014 DOI: https://doi.org/10.1097/00004583-200007000-00014
Martinussen R, Hayden J, Hogg-Johnson S, Tannock R. A meta-analysis of working memory impairments in children with attention-deficit/hyperactivity disorder. J Am Acad Child Adolesc Psychiatry 2005; 44: 377-84. http://dx.doi.org/10.1097/01.chi.0000153228.72591.73 DOI: https://doi.org/10.1097/01.chi.0000153228.72591.73
Marzocchi GM, Osterlaan J, Zuddas A, Cavolina P, Geurts H, Redigolo D Contrasting deficits on executive functions between ADHD and reading disabled children. J Child Psychol Psychiatry 2008; 49; 543-552. http://dx.doi.org/10.1111/j.1469-7610.2007.01859.x DOI: https://doi.org/10.1111/j.1469-7610.2007.01859.x
DeJong PF, Van der Leij A. Specific contributions of phonological abilities to early reading acquisition: results from a Dutch latent variable longitudinal study. J Edu Psychol 1999; 91: 450-476. http://dx.doi.org/10.1037/0022-0663.91.3.450 DOI: https://doi.org/10.1037//0022-0663.91.3.450
Pingault JB, Tremblay RE, Vitaro F, et al. Childhood Trajectories of Inattention and Hyperactivity and Prediction of Educational Attainment in Early Adulthood: A 16-Year Longitudinal Population-Based Study. Am J Psychiatry 2010; 168: 1164-1170. http://dx.doi.org/10.1176/appi.ajp.2011.10121732 DOI: https://doi.org/10.1176/appi.ajp.2011.10121732
Hart SA, Petrill SA, Willcutt E. Exploring how symptoms of attention-deficit/hyperactivity disorder are related to reading and mathematics performance: general genes, general environments. Psychol Sci 2010; 21: 1708-15. http://dx.doi.org/10.1177/0956797610386617 DOI: https://doi.org/10.1177/0956797610386617
Peterson RL, Boada R, McGrath LM, Willcutt EG, Olson RK, Pennington BF. Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences. J Learn Disabil 2016; 49: 76-96. http://dx.doi.org/10.1177/0022219415618500 DOI: https://doi.org/10.1177/0022219415618500
Pennington BF. From single to multiple deficit models of developmental disorders. Cognition 2006; 101: 385-413. http://dx.doi.org/10.1016/j.cognition.2006.04.008 DOI: https://doi.org/10.1016/j.cognition.2006.04.008
Kane MJ, Engle RW. The role of prefrontal cortex in working-memory capacity, executive attention, and general fluid intelligence: an individual-differences perspective. Psychon Bul Rev 2002; 9; 637-71. http://dx.doi.org/10.3758/BF03196323 DOI: https://doi.org/10.3758/BF03196323
Hume LE, Allan DM, Lonigan CJ. Links between preschoolers' literacy interest, inattention, and emergent literacy skills. Learn Individ Differ 2016; 47: 88-95. http://dx.doi.org/10.1016/j.lindif.2015.12.006 DOI: https://doi.org/10.1016/j.lindif.2015.12.006
Kennedy A, Radach R, Heller D, Pynte J. Reading as a perceptual process. Amsterdam: Elsevier Science 2000. http://dx.doi.org/10.1016/b978-008043642-5/50001-2 DOI: https://doi.org/10.1016/B978-008043642-5/50001-2
Bosse ML, Valdois S. Influence of the visual attention span on child reading performance: A cross-sectional study. J Res Read 2009; 32: 230-253. http://dx.doi.org/10.1111/j.1467-9817.2008.01387.x DOI: https://doi.org/10.1111/j.1467-9817.2008.01387.x
Vidyasagar TR. Attentional gating in primary visual cortex: A physiological basis for dyslexia. Perception 2005; 34: 903-911. http://dx.doi.org/10.1068/p5332 DOI: https://doi.org/10.1068/p5332
Vidyasagar TR, Pammer K. Dyslexia: A deficit in visual-spatial attention, not in phonological processing. Trends Cogn Sci 2009; 14: 57-63. http://dx.doi.org/10.1016/j.tics.2009.12.003 DOI: https://doi.org/10.1016/j.tics.2009.12.003
Casco C, Tressoldi PE, Dell’Antonio A. Visual selective attention and reading efficiency are related in children. Cortex 1998; 34: 531-546. http://dx.doi.org/10.1016/S0010-9452(08)70512-4 DOI: https://doi.org/10.1016/S0010-9452(08)70512-4
Ferretti G, Mazzotti S, Brizzolara D. Visual scanning and reading ability in normal and dyslexic children. Behav Neurol 2008; 19: 87-92. http://dx.doi.org/10.1155/2008/564561 DOI: https://doi.org/10.1155/2008/564561
Franceschini S, Gori S, Ruffino M, Pedrolli K, Facoetti A. A causal link between visual spatial attention and reading acquisition. Current Neurology 2012; 22: 814-819. http://dx.doi.org/10.1016/j.cub.2012.03.013 DOI: https://doi.org/10.1016/j.cub.2012.03.013
Friedmann N, Dotan D, Rahamim E. Is the visual analyzer orthographic-specific? Reading words and numbers in letter position dyslexia. Cortex 2010; 46: 982-1004. http://dx.doi.org/10.1016/j.cortex.2009.08.007 DOI: https://doi.org/10.1016/j.cortex.2009.08.007
Pinto G, Bigozzi L, Tarchi C, Gamannossi Accorti B, Canneti. Cross-Lag Analysis of Longitudinal Associations between Primary School Students' Writing and Reading Skills Read Writ 2015; 28: 1233-1255. http://dx.doi.org/10.1007/s11145-015-9569-9 DOI: https://doi.org/10.1007/s11145-015-9569-9
Cossu G, Gugliotta M, Marshall JC. Acquisition of reading and written spelling in a transparent orthography: Two non-parallel processes'? Read Writ 1995; 7: 9-22. http://dx.doi.org/10.1007/BF01026945 DOI: https://doi.org/10.1007/BF01026945
Amundson SJ, Weil M. Prewriting and handwriting skills. In J. Case-Smith (Ed.) Occupational therapy for children (4th ed.) St. Louis, MO: Mosby 2001.
Seymour PHK, Macgregor CJ. Developmental Dyslexia: A Cognitive Developmental Analysis Of Phonological Mor-phemic And Visual Impairments. Cogn Neuropsychol 1984; 1: 43-82. http://dx.doi.org/10.1080/02643298408252016 DOI: https://doi.org/10.1080/02643298408252016
Cornoldi C, Del Prete F, Gallani A, Sella F, Re AM. Components affecting expressive writing in typical and disabled writers. In: Scruggs TE, Mastropieri MA (eds) Literacy and Learning. Advances in learning and behavioral disabilities. Bingley, UK: Emerald Group 2003; 3: 269-286. DOI: https://doi.org/10.1108/S0735-004X(2010)0000023012
Olive T. Working memory in writing: Empirical evidence from the dual-task technique. Eur Psychol 2004: 9: 32-42. http://dx.doi.org/10.1027/1016-9040.9.1.32 DOI: https://doi.org/10.1027/1016-9040.9.1.32
Mayes SD Calhoun SL, Crowell EW. Learning Disabilities and ADHD Overlapping Spectrum Disorders J Learn Disabil 2000; 33: 417-424. DOI: https://doi.org/10.1177/002221940003300502
Noda W, Ito H, Fujita C, et al. Examining the relationships between attention deficit/hyperactivity disorder and developmental coordination disorder symptoms, and writing performance in Japanese second grade students. Res Dev Disabil 2013; 34: 2909-16. http://dx.doi.org/10.1016/j.ridd.2013.05.023 DOI: https://doi.org/10.1016/j.ridd.2013.05.023
Tsai LH, Meng LF, Hung LY, Chen HY, Lu CP. Coincidence of homophone spelling errors and attention problems in
school children: A survey study. Res Dev Disabil 2011; 32: 75-80. http://dx.doi.org/10.1016/j.ridd.2010.08.014 DOI: https://doi.org/10.1016/j.ridd.2010.08.014
Re AM, Mirandola C, Esposito SS, Capodieci A. Spelling errors among children with ADHD symptoms: the role of working memory. Res Dev Disabil 2014; 35: 2199-204. http://dx.doi.org/10.1016/j.ridd.2014.05.010 DOI: https://doi.org/10.1016/j.ridd.2014.05.010
Rodriguez A, Jarvelin MR, Obel C, et al. Do inattention and hyperactivity symptoms equal scholastic impairment? Evidence from three European cohorts. BMC Public Health 2007; 7: 327. http://dx.doi.org/10.1186/1471-2458-7-327 DOI: https://doi.org/10.1186/1471-2458-7-327
Moll K, Göbel SM, Gooch D, Landerl K, Snowling MJ. Cognitive Risk Factors for Specific Learning Disorder: Processing Speed, Temporal Processing, and Working Memory. J Learn Disabil 2016; 49: 272-81. http://dx.doi.org/10.1177/0022219414547221 DOI: https://doi.org/10.1177/0022219414547221
Ramussen C, Bisanz J. Representation and working memory in early arithmetic. J Exp Child Psychol 2005; 91: 137-157. http://dx.doi.org/10.1016/j.jecp.2005.01.004 DOI: https://doi.org/10.1016/j.jecp.2005.01.004
Bull R, Espy KA, Wiebe SA. Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at 7 years. Dev Neuropsychol 2008; 33: 205−228. http://dx.doi.org/10.1080/87565640801982312 DOI: https://doi.org/10.1080/87565640801982312
Anobile G, Stievano P, Burr DC. Visual sustained attention and numerosity sensitivity correlate with math achievement in children. J Exp Child Psychol 2013; 116: 380-391. http://dx.doi.org/10.1016/j.jecp.2013.06.006 DOI: https://doi.org/10.1016/j.jecp.2013.06.006
Wei W, Chen C, Zhou X. Spatial Ability Explains the Male Advantage in Approximate Arithmetic. Front Psychol 2016; 7: 306. http://dx.doi.org/10.3389/fpsyg.2016.00306 DOI: https://doi.org/10.3389/fpsyg.2016.00306
Dehaene S, Piazza M, Pinel P, Cohen L. Three parietal circuits for number processing. Cogn Neuropsychol 2003; 20: 487-506. http://dx.doi.org/10.1080/02643290244000239 DOI: https://doi.org/10.1080/02643290244000239
De Smedt B, Janssen R, Bouwens K, Verschaffel L, Boets B, Ghesquiere P. Working memory and individual differences in mathematics achievement: A longitudinal study from first grade to second grade. J Exp Child Psychol 2009; 103: 189-201. http://dx.doi.org/10.1016/j.jecp.2009.01.004 DOI: https://doi.org/10.1016/j.jecp.2009.01.004
Bull R , Scerif G. Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory. Dev Neuropsychol 2001; 19: 273−293. http://dx.doi.org/10.1207/S15326942DN1903_3 DOI: https://doi.org/10.1207/S15326942DN1903_3
Bull R , Johnston RS , Roy JA (1999) Exploring the roles of the visual-spatial sketch pad and central executive in children’s arithmetical skills: Views from cognition and developmental neuropsychology. Dev Neuropsychol 1999; 15: 421-442. http://dx.doi.org/10.1080/87565649909540759 DOI: https://doi.org/10.1080/87565649909540759
Steele A, Karmiloff-Smith A, Cornish K, Scerif G. The Multiple Subfunctions of Attention: Differential Developmental Gateways to Literacy and Numeracy. Child Dev 2012; 83: 2028-2041. http://dx.doi.org/10.1111/j.1467-8624.2012.01809.x DOI: https://doi.org/10.1111/j.1467-8624.2012.01809.x
Manly T, Anderson V, Nimmo-Smith I, Turner A, Watson P, Robertson IH. The differential assessment of children's attention: the Test of Everyday Attention for Children (TEA-Ch), normative sample and ADHD performance. J Child Psychol Psychiatry 2001; 42: 1065-81. http://dx.doi.org/10.1111/1469-7610.00806 DOI: https://doi.org/10.1111/1469-7610.00806
Breckenridge K, Braddick O, Atkinson, J. The organization of attention in typical development: a new preschool attention test battery. Br J Dev Psychol. 2013; 31: 271-88. http://dx.doi.org/10.1111/bjdp.12004 DOI: https://doi.org/10.1111/bjdp.12004
WMA [homepage on internet]. Fortaleza 2016 World Medical Association, Inc. [updated 2016 May 1; cited 2016 May 19] (2013). Declaration of Helsinki: Ethical Principles for Medical Research Involving Human Subjects.. Retrieved from http: //www.wma.net/en/30publications/10policies/b3/index.html
Cornoldi C, Colpo G, Gruppo MT. Prove di Lettura MT per la Scuola elementare. Firenze: Organizzazioni Speciali 1998.
Tressoldi PE, Cornoldi C, Batteria per la valutazione della scrittura e della competenza ortografica per la scuola dell’obbligo. Firenze: Giunti OS 2008.
Pinto G, Bigozzi L, Gamannossi BA, Vezzani C. Emergent literacy and early writing skills. J Genet Psychol 2012; 173; 330-354. http://dx.doi.org/10.1080/00221325.2011.609848 DOI: https://doi.org/10.1080/00221325.2011.609848
Bigozzi L, Tarchi C, Caudek C, Pinto G. Predicting reading and spelling disorders: a 4-year prospective cohort study. Front. Psychol 2016; 7: 337. http://dx.doi.org/10.3389/fpsyg.2016.00337 DOI: https://doi.org/10.3389/fpsyg.2016.00337
Bigozzi L, Tarchi C, Pinto G. Consistency and stability of Italian children’s spelling in dictation versus composition assessments. Reading& Writing Quarterly in press. http://dx.doi.org/10.1080/10573569.2015.1102111 DOI: https://doi.org/10.1080/10573569.2015.1102111
Tressoldi PE, Cornoldi C. Batteria per la valutazione della scrittura e della competenza ortografica nella scuola dell’obbligo. Firenze: Organizzazioni Speciali 2000.
Cornoldi C, Lucangeli D, Bellina M. AC-MT 6-11. Test di autovalutazione delle abilità di calcolo e soluzione di problemi. Gruppo MT. Trento: Erickson 2002.
Naglieri JA, Das JP. Cognitive Assessment System Interpretive Handbook. Chicago: Riverside Publishing Company 1997.
Lanfranchi S, Vianello R. Caratteristiche della memoria di lavoro in bambini dai 4 ai 6 anni. Giornale italiano di psicologia 2009; 3: 613-634.
Corsi PM. Human memory and the medial temporal region of the brain. (Unpublished doctoral dissertation) Montreal: McGill University 1972.
Mammarella IC, Toso C, Pazzaglia F, Cornoldi C. BVS-Corsi: Batteria per la valutazione della memoria visiva e spaziale [BVS-Corsi: A test battery for assessing visual and spatial memory]. Trento: Erickson 2008.
Wechsler D. Wechsler Intelligence Scale for Children—4th Edition (WISC-IV®) San Antonio, TX: Harcourt Assessment 2003. DOI: https://doi.org/10.1037/t15174-000
Orsini A, Picone L. WISC-III Contributo alla taratura italiana. Firenze: Organizzazioni Speciali 2006.
Sattler JM, Dumont R. Assessment of Children: WISC-IV and WPPSI-III Supplement. San Diego, CA: Jerome M. Sattler, 2004.
Bentler PM. Comparative fit Index in structural models. Psychol Bul 1990; 107: 238-246. http://dx.doi.org/10.1037/0033-2909.107.2.238 DOI: https://doi.org/10.1037//0033-2909.107.2.238
Bagozzi RP, Baumgartner H. The evaluation of structural equation models an hypothesis testing. In: Bagozzi RP (ed.), Principles of marketing research. Oxford: Blackwell 1994. 386-423.
Hu LT, Bentler P. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Struct Equ Modeling 1999; 6: 1-55. http://dx.doi.org/10.1080/10705519909540118 DOI: https://doi.org/10.1080/10705519909540118
Wolf M, Bowers PG. The double-deficit hypothesis for the developmental dyslexia. J. Educ Psychol 1999: 91: 415-438. http://dx.doi.org/10.1037/0022-0663.91.3.415 DOI: https://doi.org/10.1037//0022-0663.91.3.415
Kirby J, Georgiou G, Martinussen R, Parrilla R. Naming speed and reading: from prediction to instruction. Read Res Q 2010; 45: 341-362. http://dx.doi.org/10.1598/RRQ.45.3.4 DOI: https://doi.org/10.1598/RRQ.45.3.4
Plaza M, Cohen H. The interaction between phonological processing, syntactic awareness and naming speed in the reading and spelling performance of first grade children. Brain Cogn 2003; 53: 287-292. http://dx.doi.org/10.1016/S0278-2626(03)00128-3 DOI: https://doi.org/10.1016/S0278-2626(03)00128-3
Di Filippo G, Brizzolara D, Chilosi A, et al. Rapid naming, not cancellation speed or articulation rate, predicts reading in an orthographically regular language (Italian). Child Neuropsychol 2005; 11: 349-361. http://dx.doi.org/10.1080/09297040490916947 DOI: https://doi.org/10.1080/09297040490916947
Pinto G, Tarchi C, Bigozzi L. The relationship between oral and written narratives: A three-year longitudinal study of narrative cohesion, coherence, and structure. British Journal of Educational Psychology 2015; 85, 551-569. http://dx.doi.org/10.1111/bjep.12091 DOI: https://doi.org/10.1111/bjep.12091
Dehaene S. Varieties of numerical abilities. Cognition 1992; 44: 1-42. http://dx.doi.org/10.1016/0010-0277(92)90049-N DOI: https://doi.org/10.1016/0010-0277(92)90049-N
Von Aster M, Shalev R. Number development and developmental dyscalculia. Dev Med Child Neurol 2007; 49: 868-873. http://dx.doi.org/10.1111/j.1469-8749.2007.00868.x DOI: https://doi.org/10.1111/j.1469-8749.2007.00868.x
Praet M, Titeca D, Ceulemans A, Desoete A. Number Sense in Siblings of Children with Mathematical Learning Disabilities: A Longitudinal Study. Intellect Disabl Diagn J 2013; 1: 67-73. DOI: https://doi.org/10.6000/2292-2598.2013.01.01.8
Lucangeli D, Cornoldi C, Tellarini M, Scruggs TE, Mastropieri MA. Metacognition and learning disabilities in mathematics. Advances in learning and behavioral disabilities 1998; 12: 219-244.
Ozsoy G. An investigation of the relationship between metacognition and mathematics achievement. Asia Pac Educ Rev 2011; 2: 227-235. http://dx.doi.org/10.1007/s12564-010-9129-6 DOI: https://doi.org/10.1007/s12564-010-9129-6
Zelazo P, Carlson SM. Hot and cool executive function in childhood and adolescence: development and plasticity. Child Dev Perspect 2012; 6: 354-360. http://dx.doi.org/10.1111/j.1750-8606.2012.00246.x DOI: https://doi.org/10.1111/j.1750-8606.2012.00246.x
Kranzler JH, Weng LJ. Factor Structure of the PASS Cognitive Tasks: A Reexamination of Naglieri JA. et al. 1991. J Sch Psychol 1995; 33: 143-157. http://dx.doi.org/10.1016/0022-4405(95)00004-6 DOI: https://doi.org/10.1016/0022-4405(95)00004-6
Selemon LD. A role for synaptic plasticity in the adolescent development of executive function. Transl Psychiatry 2013; 5: e328. http://dx.doi.org/10.1038/tp.2013.7 DOI: https://doi.org/10.1038/tp.2013.7
Shalev L, Tsal Y, Mevorach C. Computerized Progressive Attentional Training (CPAT) Program: Effective Direct Intervention for Children with ADHD Child Neuropsychol 2007; 13: 382-388. http://dx.doi.org/10.1080/09297040600770787 DOI: https://doi.org/10.1080/09297040600770787
Downloads
Published
How to Cite
Issue
Section
