ABSTRACT

New perspectives on executive functions propose a greater involvement of context. These perspectives have implications for research in mathematical cognition. We tackle the problem that although individuals clearly exercise inhibitory control in mathematical contexts, researchers find that the relations between inhibitory control and mathematics are sometimes “weaker than expected.” In this review, we identify how children and adults use inhibitory control in specific foundational symbolic and non-symbolic mathematical contexts, with attention to concepts learned in primary (6 to 12) years. Then, we argue that considering context (e.g., task features, participant’s state, and prior knowledge) will allow researchers to thoroughly investigate the mechanistic role of cognitive processes involved in mathematical tasks.

摘要

关于行政职能的新观点提出了更大程度的背景参与。这些观点对数学认知研究具有重要意义。我们解决的问题是，尽管个人在数学环境中明显行使抑制控制，但研究人员发现抑制控制与数学之间的关系有时“比预期的要弱”。在这篇综述中，我们确定了儿童和成人如何在特定的基础符号和非符号数学环境中使用抑制控制，并关注小学（6 至 12 岁）学习的概念。然后，我们认为考虑上下文（例如，任务特征、参与者的状态和先验知识）将使研究人员能够彻底研究数学任务中涉及的认知过程的机械作用。