![]() For example, several studies have shown that task switching is significantly correlated with math abilities, while other studies failed to duplicate such relationship. Past research has showed that working memory is a stable predictor of different math abilities, but the findings for the associations between task switching and math abilities are still scarce and inconclusive. It may also restrain math abilities because solving math problems requires individuals to switch flexibly between different operations, strategies and problem-solving steps. Task switching refers to the ability switching back and forth between multiple and conflicting conceptual representations, strategies, and/or mental sets. It is assumed that problem-solving processes in arithmetic, algebra and geometry often involve the storage of relevant information and retrieval of partial results, which may rely on working memory resources. Working memory refers to a limited capacity involved in storage, manipulation and retrieval of relevant information. However, recent studies have further proposed that inhibition is not an independent component of the EF construct, which may be composed only of working memory and task switching. Based on the “unity and diversity” view, the EF construct contains three separate but related components: working memory, inhibition, and task switching. One of the most investigated factors is executive function (EF), which commonly refers to higher-order cognitive processes necessary for goal-directed behavior. Therefore, a majority of studies have been dedicated to investigating the potential factors accounting for children’s math abilities. Individual difference in early math abilities is especially important because of its effect on later math development. Previous studies have indicated that math abilities play an important role in one’s academic success, career aspirations, judgment and decision making, market and non- market outcomes, etc. The funders had no role in study design, data collection and analysis, decision to publish or preparation of the manuscript.Ĭompeting interests: The authors have declared that no competing interests exist. 31270026) and the Fundamental Research Funds for the Central Universities (No. The work is made available under the Creative Commons CC0 public domain dedicationĭata Availability: All relevant data are within the paper and its Supporting Information files.įunding: FYC is supported by grants from National Natural Science Foundation of China (No. ![]() This is an open access article, free of all copyright, and may be freely reproduced, distributed, transmitted, modified, built upon, or otherwise used by anyone for any lawful purpose. Received: MaAccepted: SeptemPublished: October 7, 2015 PLoS ONE 10(10):Įditor: Xuchu Weng, Zhejiang Key Laborotory for Research in Assesment of Cognitive Impairments, CHINA These results implied the effect of AMC training on math abilities as well as its relationship with executive function.Ĭitation: Wang C, Geng F, Yao Y, Weng J, Hu Y, Chen F (2015) Abacus Training Affects Math and Task Switching Abilities and Modulates Their Relationships in Chinese Children. Most interestingly, group difference was present in the relationships between math abilities and switch cost. ![]() In addition, AMC group responded faster than control group in the switching task, while no group difference was found in switch cost. The results showed that AMC children performed better than their peers on math abilities in arithmetical and visual-spatial domains. Math and task switching abilities were measured one year and three years respectively after AMC training began. ![]() On the contrary, children in the control group had never received any AMC training. Children in AMC group received 2-hour AMC training every week since primary school entry. The participants were seventy 7-year-old children who were randomly assigned into AMC and control groups at primary school entry. More importantly, this study investigated whether AMC training modulated the relationship between math abilities and task switching. This study further examined the effects of long-term AMC training on math ability in visual-spatial domain and the task switching component of executive function. basic arithmetical ability) and executive function (e.g. Our previous work demonstrated that abacus-based mental calculation (AMC), a traditional Chinese calculation method, could help children improve their math abilities (e.g.
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