Abstract
Aim of this study was to investigate direct and indirect relationships between the components of working-memory (phonological loop, visual-spatial sketchpad, and central executive), language (sentence comprehension, sentence memory, and morphological rulemaking), and basic mathematical skills (number sequence, digit knowledge, number concept, number seriation, and number comparison). Thirty preschool children were tested using a within-subject design. Language development, basic mathematical skills, and working-memory were identified with standardized tests for German speaking children. Nonverbal IQ was controlled for. Correlation and mediation analyses were conducted. Results yielded expected significant correlations between language and basic mathematical skills as well as several working-memory components, especially the phonological loop. Mediation analysis revealed indirect effects of the phonological loop on mathematical skills through language skills, and central executive, respectively.
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