| dc.description.abstract | It is thought that intelligence and inhibition contribute to mathematical skills. However, conflicting results exist in the literature regarding the relationship between intelligence, inhibition and mathematical skills. In addition, research mainly studied general intelligence and was often not focused on the two specific domains (verbal and non-verbal). To examine the role of these components in mathematical skills in primary school children, current research aims to investigate possible links between inhibition, verbal and non-verbal intelligence and mathematical skills and whether there are interaction-effects between these three components on mathematical skills. Inhibition was measured by a computerized neurocognitive task. Verbal and non-verbal intelligence were measured by two subtests of different intelligence tests. Mathematical skills are measured by the mathematical section of the Citotest. The sample existed of 119 primary school children from the 3rd, 4th and 5th grade (age 8-12). First, Pearson’s correlation showed a significant positive relation between verbal intelligence and mathematical skills. Similarly, linear hierarchical regression analyses showed a positive relation between verbal intelligence and mathematical skills, when controlled for gender and age. However, no relation was found between non-verbal intelligence and mathematical skills nor an interaction-effect between non-verbal
intelligence and inhibition on mathematical skills. Of note, there was a significant negative interaction-effect between verbal intelligence and inhibition on mathematical skills. In conclusion, emphasis should be less on inhibition and more on verbal intelligence/skills, as it seems to play an important role in mathematical skills in primary school children. Findings of current study are discussed in this paper. | |
