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Related Concept Videos

Working Memory01:24

Working Memory

Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this information.
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Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
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The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...

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Related Experiment Video

Updated: May 9, 2026

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
09:05

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

Working memory in nonsymbolic approximate arithmetic processing: a dual-task study with preschoolers.

Iro Xenidou-Dervou1, Ernest C D M van Lieshout, Menno van der Schoot

  • 1Department of Educational Neuroscience, Faculty of Psychology and Education, VU University Amsterdam.

Cognitive Science
|July 17, 2013
PubMed
Summary
This summary is machine-generated.

Preschoolers use Working Memory (WM) for early math skills. Disrupting the central executive component of WM significantly impaired their ability to perform nonsymbolic approximate addition, highlighting its crucial role.

Keywords:
Approximate arithmeticDual-task paradigm, Preschool childrenNonsymbolic numerositiesNumerical cognitionWorking memory

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Last Updated: May 9, 2026

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Preschool children exhibit nonsymbolic approximate arithmetic skills prior to formal math education.
  • Working Memory (WM) is a critical predictor of mathematical development and achievement.
  • It is hypothesized that nonsymbolic approximate math tasks rely on WM resources.

Purpose of the Study:

  • To investigate the specific role of Working Memory (WM) in nonsymbolic approximate arithmetic.
  • To understand the cognitive processes underlying early mathematical abilities.

Main Methods:

  • A dual-task paradigm was employed with preschool children.
  • Participants completed a nonsymbolic approximate addition task under conditions of phonological, visual, spatial, and central executive interference.
  • Performance was measured to assess the impact of interference on task completion.

Main Results:

  • A significant performance breakdown was observed specifically in the central executive interference condition.
  • This suggests that the central executive component of WM is crucial for nonsymbolic approximate arithmetic.
  • Other WM components (phonological, visual, spatial) showed less impact.

Conclusions:

  • The central executive of Working Memory plays a vital role in the processing of nonsymbolic approximate numerosities.
  • These findings elucidate the cognitive architecture supporting early arithmetic skills.
  • Understanding WM's role can inform interventions for mathematical development.