Attention, working memory and early mathematical skills in toddlers

Abstract

This study aims to gain insight into the mediating effect of working memory on the relation between selective attention and comparing/counting. Literature shows that both working memory and attention have an important influence on the development of early math skills, measured in comparing/counting. Participants were 50 children between 2 and 3 years old from the municipality of Utrecht. A significant correlation between comparing and counting was found. The results have also shown a significant relationship between the Six Boxes Task and comparing. Attention, however, appeared to have no significant effect on comparing and counting, which means that mediation could not be performed. The results of this study are mostly insignificant, which indicates there is no mediation of working memory on attention and early math skills. The results are discussed considering research and theory in order to determine applications for practice and further research.