High working memory capacity favours the use of finger counting in six-year-old children

Abstract

ABSTRACTIn this study, we show that 6-year-old children with high working memory capacity are more likely to use their fingers in an addition task than children with lower capacity. Moreover and as attested by a strong correlation between finger counting and accuracy in the arithmetic task, finger counting appears to be a very efficient strategy. Therefore, discovering the finger counting strategy seems to require a large amount of working memory resources, which could lack in low-span children. Furthermore, when children with low working memory capacities use their fingers to solve addition problems, they more often use the laborious counting-all strategy than children with higher capacities who use more elaborated procedures such as the Min strategy. Consequently, we suggest that explicit teaching of finger counting during the first years of schooling should be promoted because it could help less gifted children to overcome their difficulties in arithmetic.