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Individual differences in math problem solving and executive processing among emerging bilingual children.

H Lee Swanson1, Jennifer E Kong1, Stefania D Petcu2

  • 1University of California, Riverside, Riverside, CA 92521, USA; University of New Mexico, Albuquerque, NM 87131, USA.

Journal of Experimental Child Psychology
|August 5, 2019
PubMed
Summary
This summary is machine-generated.

The executive part of working memory (WM) is key for bilingual children solving math problems. This cognitive skill predicts accuracy in both English and Spanish, regardless of other language abilities.

Keywords:
Cross-sectionalEnglish learnersExecutive processingMath difficultiesMath word problemsSpanish speakingWorking memory

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Bilingual Education

Background:

  • Individual differences in working memory (WM) and mathematical problem-solving are critical areas of research.
  • Emerging bilingual children (English learners) present unique challenges and opportunities in cognitive development.
  • Understanding the interplay between language proficiency and cognitive skills in bilingual learners is essential.

Purpose of the Study:

  • To identify specific cognitive processes influencing working memory and math problem-solving accuracy in emerging bilingual children.
  • To examine the predictive power of different working memory components on mathematical performance across grade levels.
  • To investigate the role of first and second language cognitive measures in math problem-solving.

Main Methods:

  • Administered a comprehensive battery of tests in English and Spanish to assess problem-solving, achievement, and cognitive processing.
  • Included participants from first (n=155), second (n=129), and third (n=110) grades.
  • Analyzed data to determine the predictive relationships between working memory components and math problem-solving accuracy.

Main Results:

  • The executive component of working memory significantly predicted word problem accuracy, independent of vocabulary, reading, and short-term memory.
  • First language (Spanish) measures of executive working memory and magnitude comparisons were strong predictors of math accuracy in both languages.
  • Executive working memory demonstrated unique predictive power for math problem-solving across both English and Spanish.

Conclusions:

  • The executive system of working memory is a crucial, unique predictor of mathematical problem-solving accuracy in emerging bilingual children.
  • Cognitive processes, particularly executive functions, play a vital role in the mathematical development of bilingual learners.
  • Interventions targeting executive working memory may enhance math skills in bilingual populations.