De rol van executieve functies in de ontwikkeling van numerieke representaties.

Abstract

This longitudinal study examined the influence of executive functions in the development of numerical representations of kindergartners. Method: 254 kindergartners from Dutch primary schools participated in this study. This sample consisted of 124 boys and 130 girls. Children aged between 5 and 6 years old (M = 6.10, SD = .26) were involved in this research. Children completed several numerical and executive tasks on a computer. Results: Correlation analysis showed relations between numerical and executive function skills. Results from a multiple regression analysis showed that higher levels of updating was found to be the best predictor of the development of numerical representations of kindergartners. No predicting value in the development of numerical representations was found for shifting and inhibition. Regression analyses showed that these findings are independent of age. This factor was of no significant influence of executive functions in the development of numerical representations. Discussion: The task impurity problem is discussed. More research needs to be done to clarify this problem. Also recommendations for future research are discussed.