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Exploring EFs and Math Abilities in Highly Deprived Contexts.

Sandra Pellizzoni1, Gian Matteo Apuzzo1, Chiara De Vita1

  • 1Department of Life Sciences, University of Trieste, Trieste, Italy.

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Summary
This summary is machine-generated.

Childhood adversity impacts executive functions (EFs) and early math skills. War-affected Yazidi and Syrian refugee children showed lower performance compared to Italian peers, highlighting the need for targeted support.

Keywords:
early math abilitiesexecutive functionsinhibitory controlpreschoolerswar contextworking memory

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Area of Science:

  • Developmental Psychology
  • Cognitive Neuroscience
  • Child Psychology

Background:

  • Childhood adversity significantly impacts executive functions (EFs), including working memory (WM) and inhibitory control.
  • Research on EFs and early learning in war contexts, particularly concerning refugee populations, remains limited.
  • Early life stress effects on cognitive development require further investigation, especially in relation to numerical abilities.

Purpose of the Study:

  • To investigate the impact of childhood adversity on executive functions and early numerical abilities.
  • To compare cognitive and early math skills in Yazidi and Syrian refugee children with their Italian peers.
  • To understand the relationship between war exposure, EFs, and learning in young children.

Main Methods:

  • A cross-sectional study involving 150 children (Yazidi, Syrian refugees, Italians) aged approximately 68-71 months.
  • Assessment of executive functions (working memory, inhibitory control) using standardized tasks.
  • Evaluation of early math skills, including counting, digit-quantity mapping, and digit naming.

Main Results:

  • Significant differences were observed in executive functions between refugee/adversity-exposed groups and the control group.
  • Early numerical abilities, including counting and number-quantity associations, were notably lower in Yazidi and Syrian refugee children.
  • The findings indicate a detrimental effect of war-related adversity on both cognitive control and foundational mathematical skills.

Conclusions:

  • Childhood adversity, particularly in war contexts, poses substantial risks to the development of executive functions and early math skills.
  • Intervention programs are crucial for supporting cognitive and learning development in children exposed to trauma and displacement.
  • These findings have implications for educational and psychosocial support strategies for vulnerable children globally.