Effectiveness of working memory training on number sense of preschool children

Document Type : Research Paper

Authors

1 PhD Student in General Psychology, Department of Psychology & Consulting, Islamic Azad University of Bushehr, Bushehr, Iran.

2 Associate Professor, Department of Psychology & Consulting, Islamic Azad University of Bushehr, Bushehr, Iran.

3 Associate Professor, Department of clinical Psychology, Islamic Azad University of Kermanshah, Kermanshah, Iran.

10.22098/jsp.2025.11098.5327

Abstract

Objective: The present study was conducted with the aim of the effectiveness of Working memory training on preschool children's number sense.

Methods: The design of the current research was of an experimental type in the form of pre-test-post-test and follow-up with a control group. The statistical population of the research included all preschool children in Kermanshah city in the academic year 2008-2019. The sampling method of this research is a multi-stage cluster random, 20 students from 2 preschools were randomly selected based on the list of the entire preschool and Jordan's number sense test (2008) was administered as a pre-test on the entire sample. After conducting the tests, 34 children with medium to high IQ and with the lowest scores in the number sense test were selected as the main sample and randomly replaced in two groups of 15 people (experimental group and control group). The data was analyzed using SPSS.26 software and single-variable variance test with repeated measurements.

Results: The findings showed that there is a significant difference between the post-test scores (intervention effect), experimental and control groups (P≥0.001). The results of single-variable analysis of variance with repeated measurements showed that Working memory training has led to a significant increase in number sense in preschool students (P<0.001).

Conclusion: Therefore, the effectiveness of Working memory training can be used to strengthen preschool children's understanding of numbers

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Journal of School Psychology
Volume 14, Issue 3
October 2025

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