Het Werkgeheugen in Relatie tot Getalbegrip en de Modererende Rol van Benoemsnelheid bij Kinderen van 5 tot 7 Jaar

Abstract

Aim: In the literature working memory and naming speed are seen as predictors of numeracy and mathematic skills. The aim of this study was to investigate if both working memory and naming speed were predictors of number sense and also to gain knowledge about the possible moderating role of naming speed. Method: In the current study 54 children with the age from 5 till 7 from different schools were tested. Numeracy was measured with a symbolic and non-symbolic comparison task. To measure working memory a few tasks based on the Automated Working Memory Assessment (AWMA) were used. Results: Analyses were executed with a hierarchical multiple regression analysis and a Pearson’s correlation. It was shown that working memory was positively related to numeracy. Also the visual-spatial working memory and verbal working memory were positively related to numeracy. Naming speed was only related to numeracy in the model of working memory and verbal working memory and explained partial variance in numeracy. No moderating effects of naming speed were shown in the relation of working memory and numeracy. Conclusion: This study has shown certain results which were expected based on previous studies, but also new insights have been gained regarding to the role of naming speed. Findings illustrate that both working memory and naming speed seem relevant in the development of numeracy. Different directions for future research regarding to naming speed, different parts in working memory and the possible development of interventions are discussed.