scholarly journals The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating

2020 ◽  
Vol 8 (2) ◽  
pp. 26
Author(s):  
Marije Stolte ◽  
Trinidad García ◽  
Johannes E. H. Van Luit ◽  
Bob Oranje ◽  
Evelyn H. Kroesbergen
Keyword(s):  
Executive Functions ◽  
Primary School ◽  
School Children ◽  
Cognitive Abilities ◽  
Mathematical Creativity ◽  
Mathematical Ability ◽  
Primary School Children ◽  
Starting Model ◽  
General Creativity

The goal of the current study was to investigate the role of executive functions in mathematical creativity. The sample included 278 primary school children (ages 8–13). Two models were compared: the starting model tested whether executive functions (shifting, updating, and inhibition), domain-general creativity, and mathematical ability directly predicted mathematical creativity. The second model, which fitted the data best, included the additional assumption that updating influences mathematical creativity indirectly through mathematical ability and domain-general creativity. Updating was positively related to mathematical creativity. Additionally, updating was positively related to mathematical ability and domain-general creativity. Inhibition, shifting, domain-general creativity and mathematical ability did not have a significant contribution to either model but did positively correlate with mathematical creativity. This study reports the first empirical evidence that updating is a predictor of mathematical creativity in primary school children and demonstrates that creativity is a higher order cognitive process, activating a variety of cognitive abilities.

Predicting mathematical abilities from early mathematics and number-specific executive functions in informal and formal schooling

2021 ◽  
Author(s):  
Peera Wongupparaj ◽  
Roi Cohen Kadosh
Keyword(s):  
Executive Functions ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Equation Modeling ◽  
Formal Schooling ◽  
Early Mathematics ◽  
Domain Specific ◽  
Mathematical Abilities ◽  
Mathematics Abilities

Abstract Background Current evidence on an integrative role of the domain-specific early mathematical skills and domain-general executive functions (EFs) from informal to formal schooling and their effect on mathematical abilities is so far unclear. The main objectives of this study were to (i) compare the domain-specific early mathematics, the number-specific EFs, and the mathematical abilities between preschool and primary school children, and (ii) examine the relationship among the domain-specific early mathematics, the number-specific EFs, and the mathematics abilities among preschool and primary school children.Methods In the present study, we recruited six- and seven-year-old children (Ntotal=505, n6yrs=238, and n7yrs=267). We compared domain-specific early mathematics as measured by symbolic and non-symbolic tasks, number-specific EFs tasks, and mathematics tasks between these preschool and primary school children. In addition, we tested the predictive power of domain-specific numerical and number-specific EFs on mathematics abilities among preschool and primary school children. MANOVA and Structural Equation Modeling (SEM) were used to test research hypotheses.Results We found that primary school children were superior to preschool children over more complex tests of the domain-specific early mathematics, the number-specific EFs, the mathematics abilities, particularly, for more sophisticated numerical knowledge and the number-specific EFs components. The SEM revealed that both the domain-specific early numerical and the number-specific EFs could predict the mathematics abilities across age groups. Nevertheless, the number comparison test and mental number line of the domain-specific early mathematics were clearly pronounced in predicting the mathematics abilities for formal school children. These results highlight the benefits of both the domain-specific early mathematics and the number-specific EFs in mathematical development, especially at the key stages of formal schooling. Understanding the causal effect of EFs in improving mathematical attainments could allow a more powerful approach in improving mathematical education at this developmental stage.

scholarly journals Touch and look: The role of visual‐haptic cues for categorical learning in primary school children

2020 ◽  
Vol 29 (2) ◽  
Author(s):  
Hannah Broadbent ◽  
Tamsin Osborne ◽  
Natasha Kirkham ◽  
Denis Mareschal
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Haptic Cues ◽  
Categorical Learning

scholarly journals Genetic and Environmental Factors in Individual Differences of Cognitive Abilities in Primary School Children

2013 ◽  
Vol 86 ◽  
pp. 419-422 ◽  
Author(s):  
Yulia Davydova ◽  
Victoria Ismatullina ◽  
Ivan Voronin ◽  
Ol’ga Ovcharova ◽  
Elena Sabirova ◽  
...  
Keyword(s):  
Individual Differences ◽  
Environmental Factors ◽  
Primary School ◽  
School Children ◽  
Cognitive Abilities ◽  
Primary School Children ◽  
Genetic And Environmental Factors

scholarly journals The Influence of Texting Language on Grammar and Executive Functions in Primary School Children

PLoS ONE ◽  
2016 ◽  
Vol 11 (3) ◽  
pp. e0152409 ◽  
Author(s):  
Chantal N. van Dijk ◽  
Merel van Witteloostuijn ◽  
Nada Vasić ◽  
Sergey Avrutin ◽  
Elma Blom
Keyword(s):  
Executive Functions ◽  
Primary School ◽  
School Children ◽  
Primary School Children

scholarly journals Role of Preschool and Primary School Children in Epidemics of Influenza A in a Local Community in Japan during Two Consecutive Seasons with A(H3N2) as a Predominant Subtype

PLoS ONE ◽  
2015 ◽  
Vol 10 (5) ◽  
pp. e0125642 ◽  
Author(s):  
Satoshi Mimura ◽  
Taro Kamigaki ◽  
Yoshihiro Takahashi ◽  
Takamichi Umenai ◽  
Mataka Kudou ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Influenza A ◽  
Local Community ◽  
Primary School Children ◽  
Predominant Subtype

scholarly journals The Role of Persian Reading Text Books of the First to the Third Primary School in Presenting Religious Doctrines in Iran

2016 ◽  
Author(s):  
Maryam Jalali
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Elementary Grades ◽  
Religious Literature ◽  
The Third ◽  
The World ◽  
Reading Text ◽  
Transmission Of Values

Transmission of values and religious concepts to children is one of the most important issues in the third millennium and it has drawn varied and different views among experts and scholars in the world. Research specialized in religious literature for children and adolescents create new capacities in the presentation of religious concepts to the group. Plans have been considered to transfer values and religious concepts in the curricula of primary school children in the group in Iran. It is one of the topics that the authors note to the introduction of the minutiae of religion in the first three elementary grades. In this study, the collection and analysis methods providing content related to the minutiae of religion in reading books the first till third sections of the years 2013-2015. In addition, the plan includes aspects of other branches of religion in these books on information collected from text books that collected and classified. The result is that "definitely good and forbidding the evil" and "prayer" have the highest frequency of applications in the selected books. Further branches made of branches of religion in these books, represents the values of religious, moral and social as well.

scholarly journals Chronic bullying victimization across school transitions: The role of genetic and environmental influences

2013 ◽  
Vol 25 (2) ◽  
pp. 333-346 ◽  
Author(s):  
Lucy Bowes ◽  
Barbara Maughan ◽  
Harriet Ball ◽  
Sania Shakoor ◽  
Isabelle Ouellet-Morin ◽  
...  
Keyword(s):  
Secondary School ◽  
Primary School ◽  
School Children ◽  
Mental Health Problems ◽  
Longitudinal Design ◽  
Primary School Children ◽  
Bullying Victimization ◽  
Family Risk Factors ◽  
Increased Risk

AbstractWe investigated the antecedents and consequences of chronic victimization by bullies across a school transition using a genetically sensitive longitudinal design. Data were from the Environmental Risk Longitudinal Twin Study (E-Risk), an epidemiological cohort of 2,232 children. We used mothers' and children's reports of bullying victimization during primary school and early secondary school. Children who experienced frequent victimization at both time points were classed as “chronic victims” and were found to have an increased risk for mental health problems and academic difficulties compared to children who were bullied only in primary school, children bullied for the first time in secondary school, and never-bullied children. Biometric analyses revealed that stability in victimization over this period was influenced primarily by genetic and shared environmental factors. Regression analyses showed that children's early characteristics such as preexistent adjustment difficulties and IQ predicted chronic versus transitory victimization. Family risk factors for chronic victimization included socioeconomic disadvantage, low maternal warmth, and maltreatment. Our results suggest that bullying intervention programs should consider the role of the victims' behaviors and family background in increasing vulnerability to chronic victimization. Our study highlights the importance of widening antibullying interventions to include families to reduce the likelihood of children entering a pathway toward chronic victimization.

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