Abstracts - Earli

activity in each phase of the script. The results of the study can be utilized in designingcollaboration scripts for computer-supported settings.G 630 August 2007 08:30 - 10:30Room: -1.64SymposiumThe potential cognitive abilities in explaining the early numeracyperformanceChair: Pirjo Aunio, University of Jyväskylä, FinlandOrganiser: Pirjo Aunio, Niilo Maki Institute, FinlandOrganiser: Johannes E. H. Van Luit, Utrecht University, NetherlandsDiscussant: Diny van der Aalsvoort, Leiden University, NetherlandsRecently there has been a rise in research interests towards early numeracy development anddevelopmental difficulties in it (e.g., Journal of Learning Disabilities vol 38, no.4, July/August2005) which has been until now a highly neglected topic compared for example the amount ofresearch done in early literacy. One line of the research is trying to find out the best ways to assistchildren with difficulties in early mathematics learning by seeking more information about theorigins of their difficulties. The literature concerning the older children and formal schoolmathematics suggests that the general intelligence explains only 9-25% of the variance inmathematics performance, and that the potential other explaining factors might be workingmemory, executive functions and language abilities. The aim of the current symposium is to findout how these cognitive abilities are related to early numeracy, i.e. such mathematical skills whichgenerally develop before the start of the formal teaching of mathematics in school. The four papersare sound empirical research into the topic. Together there will be results from 483 children aged 4to 7 years from four different non-English speaking countries. The instruments used to measuredifferent aspects of working memory, executive functions, language abilities and IQ areoverlapping between the countries providing interesting possibilities also for cross-samplecomparisons. Three of the papers apply one-time-measurement design, and one offers the resultsfrom a longitudinal design. The scientific and educational relevance of the symposium is clear.Firstly, it offers new knowledge about the origins of early numeracy development and itsdifficulties. Secondly, it gives valuable information for the use of mathematical screening anddiagnostic measurements designed to be used with young children. Thirdly, this symposium willgive ideas to what to include in the intervention programs planned to support the children’smathematical development.The working memory capacity in explaining children’s early numeracyPirjo Aunio, Niilo Maki Institute, FinlandMinna Kyttälä, University of Helsinki, FinlandThe relationship between early numerical abilities and working memory will be investigated.Theoretical background is based on Baddeley´s (1986, 1997, 2000) conceptualisation of workingmemory as a four-component information processor. The presentation is based on the researchproject in which we examined how early numeracy in four- to six-year old Finnish children– 376 –