Atención selectiva y funciones ejecutivas como predictores del conocimiento matemático informal

Referencias

Alloway, T. P., & Passolunghi, M. C. (2011). The relationship between working memory, IQ, and mathematical skills in children. Learning and Individual Differences, 21(1), 133-137 Andersson, U. (2008). Working memory as a predictor of written arithmetical skills in children: The importance of central executive functions. British Journal of Educational Psychology, 78 (2), 181–203. doi: 10.1348/000709907X209854 Andersson, U., & Lyxell, B. (2007). Working memory deficit in children with mathematical difficulties: A general or specific deficit?. Journal of Experimental Child Psychology, 96 (3), 197–228. Blair, C., & Razza, R. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78 (2), 647– 663. Bull, R., & Jhonston, R. (1997). Children’s arithmetical difficulties: Contributions from processing speed, item identification, and short-term memory. Journal of Experimental Child Psychology, 65 (1), 1–24. Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children's mathematics ability: inhibition, switching, and working memory. Developmental Neuropsychology, 19(3), 273-293. Bull, R., Espy, K. & Wiebe, S. (2008). Short-Term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33(3), 205–228. doi: 10.1080/87565640801982312 Capano, L., Minden, D., Chen, S. X., Schacher, R. J., & Ickowicz, A. (2008). Mathematical learning disorder in school-age children with attention-deficit hyperactivity disorder. Canadian journal of psychiatry. Revue canadienne de psychiatrie, 53(6), 392. Censabella, S., & Noël, M. (2007). The inhibition capacities of children with mathematical disabilities. Child Neuropsychology, 14 (1), 1–20. doi: 10.1080/09297040601052318 Chan, B., & Ho, C. (2010). The cognitive profile of Chinese children with mathematics difficulties. Journal of Experimental Child Psychology, 107 (3), 260–279. doi: 10.1016/j.jecp.2010.04.016 De Smedt, B., Janssen, R., Bouwens, K., Verschaffel, L., Boets, B. & Ghesquière, P. (2009). Working memory and individual differences in mathematics achievement: A longitudinal study from first grade to second grade. Journal of Experimental Child Psychology, 103 (2), 186–201. doi: 10.1016/j.jecp.2009.01.004 García, D., & Muñoz, P. (2000). Funciones ejecutivas y rendimiento escolar en educación primaria. Un estudio exploratorio. Revista Complutense de Educación, 11(1), 39-56 Greenop, K., & Kann, L. (2007). Extra-task stimulation on mathematics performance in children with and without ADHD. Journal of Psychology, 37(2), 330-344. Hoard, M. K., Geary, D. C., Byrd-Craven, J., & Nugent, L. (2008). Mathematical cognition in intellectually precocious first graders. Developmental neuropsychology, 33(3), 251-276. Kercood, S., & Grskovic, J. (2009). The Effects of Highlighting on the Math Computation Performance and Off-task Behavior of Students with Attention Problems. Education and treatment of children, 32 (2), 231-241. Kercood, S., & Grskovic, J. (2010). Reducing the effects of auditory and visual distraction on the math performances of students with Attention Deficit Hyperactivity Disorder. Australian Journal of Learning Difficulties, 15, (1), 1–11. doi: 10.1080/19404150903524515 Korkman, M., Kirk, U. & Kemp, S. (2007). NEPSY- II: Clinical and Interpretative Manual. San Antonio: Pearson. Korzeniowski, C. (2011) Desarrollo evolutivo del funcionamiento ejecutivo y su relación con el aprendizaje escolar. Revista de Psicología, UCA. Vol. 7. Nº 13, pp. 7-26 Krajewski, K., & Schneider, W. (2009). Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. Journal of Experimental Child Psychology, 103 (4), 516–531. doi: 10.1016/j.jecp.2009.03.009 Kyttala, M., & Lehto, J. (2008). Some factors underlying mathematical performance: The role of visuospatial working memory and non-verbal intelligence. European Journal of Psychology of Education, 23 (1), 77-94 Kyttala, M., Aunio, P. & Hautamaki, J. (2010). Cognition and Neurosciences Working memory resources in young children with mathematical difficulties. Scandinavian Journal of Psychology, 51 (1), 1–15. DOI: 10.1111/j.1467-9450.2009.00736.x Mazzocco, M., & Kover, S. (2007). A longitudinal assessment of executive function skills and their association with math performance. Child Neuropsychology, 13(1), 18–45. Miranda Casas, A., Meliá De Alba, A., & Marco Taverner, R. (2009). Habilidades matemáticas y funcionamiento ejecutivo de niños con trastorno por déficit. Psicothema, 21(1), 63-69. Polderman, J., Huizink, C., Verhulst, F., Beijsterveldt, C., Boomsma, D. & Bartels, M. (2011) A genetic study on attention problems and academic skills: results of a longitudinal study in twins. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 20(1), 22-34. Sluis, V., De Jong, P. F., & Leij, V. (2004). Inhibition and shifting in children with learning deficits in arithmetic and reading. Journal of Experimental Child Psychology, 87(3), 239-266. St Clair‐Thompson, H., Stevens, R., Hunt, A., & Bolder, E. (2010). Improving children's working memory and classroom performance. Educational Psychology, 30(2), 203- 219. Swanson, H. L. (2006). Cognitive processes that underlie mathematical precociousness in young children. Journal of Experimental Child Psychology,93(3), 239-264.