The Impact Of Attention Network On Early Mathematical Learning In Young Children Aged5-6

Mathematical cognitive development is an important area in child development, which is associated with later achievement. The relationship between mathematical cognitive development and process cognitive factors has been concerned by researchers, particularly the factor of attention. Thus, it is very important to discuss the impact of attention on early mathematical learning and understand the relation between different parts of attention and early mathematical ability.Based on the Attention Network model proposed by Posner(1990), this study used Test of Early Mathematics Ability-Ⅲ (TEMA, Ginsburg&Baroody,2003), Attention Network Test (ANT, Rueda, Fan, McCandliss, Halparin, Gruber, Lercari,&Posner,2004) and Conners Teacher Rating Scales (Conners,1969) to explore the relationship between attentional network efficiency and early mathematical ability in149children aged5-6(with86boys and63girls, average age was67.4-month-old). Meanwhile, based on the scores of two TEMA in the beginning and end of fall semester, this study selected eight children with mathematical learning difficulties. Half of these children were randomly assigned to either the intervention group who performed computerized training of attention (Rueda, Checa,&Combita,2012) for one month or a non-trained control group. Assessment of performance in a range of tasks, targeting attention, mathematical ability, executive functions and working memory was carried out before and after completion of training. Results indicated that:1. Compared with typical-achievement (TA) and high-achievement (HA) group, the low-achievement (LA) group showed significantly higher conflict score, but no significant difference in alerting and orienting scores. The children in LA performed a longer reaction time and lower accuracy in all the incongruent trials. The accuracy of reaction, not the speed, was more sensitive to the three achievement groups.2. The Conners score of LA group was significantly higher than TA and HA group. Conners score was significantly correlated with the conflict score, other than alerting and orienting scores. Particularly the inattention score of Conners is not only significantly related with mathematical ability, but also could predict the score of TEMA with PPVT score, SES, and alerting score. 3. The training targeting attentional network was also effective to Chinese children. Trained children activate the attention network faster and more efficiently than untrained children. Also, evidence of transfer of attention training to mathematical ability, executive functions and working memory was observed.4. The learning environment of family and kindergarten, children’s personality, learning approach, emotional control and other non-intellectual factors, interwoven with attention, exert an effect on children’s mathematical learning.Results indicated that the behavioral rating of attention was more sensitive to mathematical learning difficulties than cognitive test. Moreover, the mathematical ability might be enhanced by attention network intervention.