Number sense in kindergarten children: Factor structure and working memory predictors

In the current study, the factor structure of number sense, or the ability to understand, use, and manipulate numbers,
was investigated. Previous analyses yielded little consensus concerning number sense factors, other than a
distinction between nonsymbolic and symbolic processing. Furthermore, associations between number sense
factors and working memory components were investigated to gain insight into working memory involvement
in number sense. A total of 441 Dutch kindergartners took part in the study. The factor structure of number sense
and associations with working memory were tested using structural equation modelling. Results indicated that
there was a distinction between nonsymbolic and symbolic number processing. Nonsymbolic processing was
predicted by central executive performance, and symbolic processing was predicted by both central executive
and visuospatial sketchpad performance. This implies that symbolic and nonsymbolic processing are distinguishable
at this age, and thatworking memory involvement in symbolic processing is different fromthat in nonsymbolic
processing.