Enhancing Working Memory in Preschool Children with Dyscalculia Using a Numerical Development and Embodied Cognition Program

Authors

  • Aree Hansomsakkul Cognitive Science and Innovation Research Unit, College of Research Methodology and Cognitive Science, Burapha University
  • Piyathip Pradujprom College of Research Methodology and Cognitive Science, Burapha University
  • Peera Wongupparaj College of Research Methodology and Cognitive Science, Burapha University

Keywords:

working memory, children with dyscalculia, embodied cognition

Abstract

This research aimed to compare working memory scores of preschool children with dyscalculia who attend the numerical development and embodied cognition program and those who attend regular classroom activities. The participants consisted of 100 third-year kindergartens with dyscalculia. The samples were divided randomly and equally into experimental and control groups (50 children each). The research instruments were a numerical development and embodied cognition program, a backward digit span task, and a backward Corsi-block task. Descriptive statistics, one-way MANCOVA, and effect size were used to analyze the data. The finding revealed that the experimental group's post-test mean accuracy score for working memory was significantly higher than the control group's at a .05 level of significance. The result suggested the educational program for promoting numerical development and embodied cognition for enhancing working memory of children at risk of dyscalculia. The overall effect size indicated a significant difference (ηp2 = 0.28).

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Published

2021-12-28

How to Cite

Hansomsakkul, A. ., Pradujprom, P. ., & Wongupparaj, P. . (2021). Enhancing Working Memory in Preschool Children with Dyscalculia Using a Numerical Development and Embodied Cognition Program. Dhonburi Rajabhat University Journal, 15(2), 50–65. retrieved from https://so02.tci-thaijo.org/index.php/journaldru/article/view/253789

Issue

Vol. 15 No. 2 (2021): July - December

Section

Reseach Articles

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