Background. Longitudinal studies allow us to identify, which specific maths skills are weak in young children, and whether there is a continuing weakness in these areas throughout their school years.

This study identified the cognitive processes that underlie the individual differences in early mathematical performance in elementary school children. Taking into account the Baddeley framework multicomponent model, the inhibitory processes, working memory, phonological awareness, and naming speed are considered to be related to early math learning. To examine this relationship, we compared the performance of a total of 424 typically developing middle-class children, aged between 4 and 7 years in a battery of cognitive and early numeric tests: The Utrecht Early Numeracy Test, the Rapid Automatized Naming Test, Spanish version of the Stroop task, the Numeracy Interference Test, Digit Span test, and Phonological Knowledge Test. The mean age of the participants was 72.21 months (sd = 14.8), and 48.6% were male and 51.4% were female. The results demonstrated that children performing worst on central executive, phonological processing, and inhibitory processes showed lower results in early mathematical tasks measured by The Utrecht Early Numeracy Test. Results supported the notion that the executive system is an important predictor of children's mathematical performance.

El Test de Evaluación Matemática Temprana está orientado a medir el nivel de competencia matemática temprana. Se ha desarrollado para de educación infantil y 1º y 2º de primaria. Dispone de tres versiones paralelas, de 40 ítems cada una. Consta de 8 tareas, divididas en grupos de 5: Comparación, clasificación, correspondencia, seriación, conteo verbal, conteo estructurado, conteo resultante y conocimiento general de los números. Tiene una puntuación máxima de 40 puntos (uno por cada ítem correcto). El objetivo fundamental de este estudio consistió en adaptar el test a la población española con todas las garantías de validez y fiabilidad, que permita tener un instrumento para detectar posibles problemas en el aprendizaje de las matemáticas en los inicios de la escolaridad. El TEMT se ha baremado con una muestra de 1.053 niños/as pertenecientes a 14 colegios. 539 eran varones y 514 mujeres. Nos da un índice cuantitativo del nivel de competencia matemática temprana, posee un buen valor predictivo sobre el rendimiento matemático y los valores de validez y fiabilidad obtenidos cumplen con los criterios estándar.Palabras clave: Matemática temprana, cognición, evaluación, educación infantil, educación primaria, sentido numérico.

Hatred is a deep and emotional extreme dislike. The objects of such hatred can vary extensively. Hatred is often associated with disposition towards hostility against the objects of hatred. And can drive oneself to extreme behaviors such as violence, murder, and war. In childhood and adolescence the attitudes of intolerance -impregnated with hatredare formed, and these are extremely difficult to eradicate later. This paper goes through psychological perspective of hate and the different roles of cognition in hatred and violence. Then the duplex theory of hatred is presented considering some approaches to the origin of violent behaviors. Taking into consideration that complex problems do not respond to simple solutions, a potential alternative based on family and school education plays a major role. Learning conflict resolution based on negotiation and compromise seems essential, in addition to adopting intellectually and morally combative attitudes against violence.

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