Working memory in nonsymbolic approximate arithmetic processing: a dual-task study with preschoolers

Preschool children have been proven to possess nonsymbolic approximate arithmetic skills before learning how to manipulate symbolic math and thus before any formal math instruction. It has been assumed that nonsymbolic approximate math tasks necessitate the allocation of Working Memory (WM) resource...

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Bibliographic Details

Main Authors:	Iro Xenidou-Dervou, Ernest C.D.M. van Lieshout, Menno van der Schoot
Format:	Default Article
Published:	2014
Subjects:	Artificial intelligence not elsewhere classified Numerical cognition Approximate arithmetic Nonsymbolic numerosities Working memory Dual-task paradigm Preschool children
Online Access:	https://hdl.handle.net/2134/20087
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