Contribution of attentional networks to basic arithmetic achievement in school-age children

• Danilka Castro Cañizares ^[1] ; Rocio Kettlun Poblete ^[2] ; Nancy Estévez Pérez ^[3]
  1. [1] Universidad de Chile

     Universidad de Chile

     Santiago, Chile

     
  2. [2] Universidad del Desarrollo

     Universidad del Desarrollo

     Santiago, Chile

     
  3. [3] Departamento de Neurodesarrollo Infantil, Centro de Neurociencias de Cuba, Cuba

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• Localización: Psicología educativa, ISSN 1135-755X, Vol. 28, Nº. 2, 2022, págs. 127-134
• Idioma: inglés
• DOI: 10.5093/psed2021a20
• Títulos paralelos:
  • Contribución de las redes atencionales al rendimiento en aritmética básica en niños de edad escolar
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    En la actualidad existe aún debate sobre el origen de las dificultades en aritmética. Se han desarrollado dos hipótesis predominantes al respecto: 1) las dificultades en aritmética aparecen por un déficit en las capacidades de dominio específico (capacidades numéricas) y 2) hay una estrecha relación entre el desarrollo de los procesos de dominio general y las habilidades aritméticas. En este estudio se explora la contribución específica de las redes de atención ejecutiva y orientación atencional a la explicación de la varianza en aritmética básica. Participaron niños de segundo y tercer grado de primaria, con y sin dificultades en aritmética básica. Nuestros resultados ofrecen sustento a las dos hipótesis propuestas, ya que los niños con dificultades en aritmética mostraron dificultades tanto en las capacidades numéricas como en las redes atencionales. Estos hallazgos sugieren que las dificultades en aritmética pudieran estar asociadas a una combinación heterogénea de déficits, incluyendo dificultades en el funcionamiento atencional.

  • English

    Nowadays, there is still debate about the origin of arithmetic disabilities. Two predominant hypotheses have been developed in this regard: 1) difficulties in arithmetic appear due to a deficit in domain-specific skills (numerical skills) and 2) there is a strong relationship between the development of the domain-general processes and arithmetical skills. In this study we explore the specific contribution of orienting and executive control attentional networks to individual variability in basic mental arithmetic. Participants were elementary school children, from second to third grade, with and without difficulties in basic mental arithmetic. Results provide support for the two proposed hypotheses. Children with difficulties in arithmetic showed difficulties both in numerical skills and in attentional networks. These findings suggest that arithmetic difficulties may be associated with a heterogeneous combination of deficits, including difficulties in attentional functioning.

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