The contribution of attentional processes to calculation skills in second and third grade in a typically developing sample

• Lucia Bigozzi ^[1] ; Sara Pezzica ^[2] ; Chiara Malagoli ^[1]
  1. [1] University of Florence

     University of Florence

     Firenze, Italia

     
  2. [2] Italian association for Attention Deficits and Hyperactivity Disorder
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 36, Nº 4, 2021, págs. 965-988
• Idioma: inglés
• DOI: 10.1007/s10212-020-00515-z
• Texto completo no disponible (Saber más ...)
• Resumen

  • Attention is an important, multifaceted cognitive domain that includes many key cognitive processes involved in learning. This study aimed to identify the predictive links between different components of attentional skills and core calculation skills development, using two standardized measures assessing calculation (AC-MT 6–11) and attention skills (CAS) in a sample of 143 typically developing children of age range from 7.6 years to 9.4 years. The results showed that in 2nd grade, selective visuo-spatial attention emerged as an important predictor in the written calculation task, while the ability to inhibit distracting information seemed to better predict accuracy in oral calculation. In 3rd grade, visuo-spatial components of attention emerged as no longer predictive, whereas planning and active visuo-spatial attention abilities emerged as predictive of accuracy in the oral calculation task. These results confirm previous findings about the contribution that attentional skills may have in calculation skills development, supporting evidence for progressive automation attentional components over time.

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