Linguistic and Spatial Skills Predict Early Arithmetic Development via Counting Sequence Knowledge

Child Development

Volumn 85, Issue 3, 2014, Pages 1091-1107

  Zhang, Xiao ^a   Koponen, Tuire ^b   Räsänen, Pekka ^b   Aunola, Kaisa ^c   Lerkkanen, Marja Kristiina ^c   Nurmi, Jari Erik ^c  

^a THE EDUCATION UNIVERSITY OF HONG KONG   (Hong Kong)

^b Niilo Mäki Institute   (Hong Kong)

^c UNIVERSITY OF JYVÄSKYLÄ   (Finland)

Author keywords

[No Author keywords available]

Indexed keywords

CHILD; CHILD DEVELOPMENT; DEPTH PERCEPTION; FEMALE; HUMAN; LANGUAGE DEVELOPMENT; LONGITUDINAL STUDY; MALE; MATHEMATICAL PHENOMENA; PHYSIOLOGY; READING;

CHILD; CHILD DEVELOPMENT; FEMALE; HUMANS; LANGUAGE DEVELOPMENT; LONGITUDINAL STUDIES; MALE; MATHEMATICAL CONCEPTS; READING; SPACE PERCEPTION;

EID: 84899988683     PISSN: 00093920     EISSN: 14678624     Source Type: Journal    
DOI: 10.1111/cdev.12173     Document Type: Article

References (46)

1. Aunola, K., Leskinen, E., Lerkkanen, M.-K., & Nurmi, J.-E. (2004). Developmental dynamics of math performance from preschool to Grade 2. Journal of Educational Psychology, 96, 699-713. doi:10.1037/0022-0663.96.4.699
2. Aunola, K., & Räsänen, P. (2007). The Basic Arithmetic Test. Jyväskylä, Finland: University of Jyväskylä.
3. Barnes, M. A., Stubbs, A., Raghubar, K. P., Agostino, A., Taylor, H., Landry, S., Smith-Chant, B. (2011). Mathematical skills in 3- and 5-year-olds with spina bifida and their typically developing peers: A longitudinal approach. Journal of the International Neuropsychological Society, 17, 431-444. doi:10.1017/S1355617711000233
4. Bentler, P. M., & Bonnet, D. C. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606. doi:10.1037/0033-2909.88.3.588
5. Cirino, P. T. (2011). The interrelationships of mathematical precursors in kindergarten. Journal of Experimental Child Psychology, 108, 713-733. doi:10.1016/j.jecp.2010.11.004
6. Dehaene, S. (2011). The number sense: How the mind creates mathematics (2nd ed.). New York, NY: Oxford University Press.
7. Dehaene, S., Dupoux, E., & Mehler, J. (1990). Is numerical comparison digital? Analogical and symbolic effects in two-digit number comparison. Journal of Experimental Psychology: Human Perception and Performance, 16, 626-641. doi:10.1037/0096-1523.16.3.626
8. Dehaene, S., Molko, N., Cohen, L., & Wilson, A. J. (2004). Arithmetic and the brain. Current Opinion in Neurobiology, 14, 218-224. doi:10.1016/j.conb.2004.03.008
9. Donlan, C., Cowan, R., Newton, E. J., & Lloyd, D. (2007). The role of language in mathematical development: Evidence from children with specific language impairments. Cognition, 103, 23-33. doi:10.1016/j.cognition.2006.02.007
10. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446. doi:10.1037/0012-1649.43.6.1428
11. Dunn, L. M., & Dunn, L. M. (1981). Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: American Guidance Service.
12. Durand, M., Hulme, C., Larkin, R., & Snowling, M. (2005). The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds. Journal of Experimental Child Psychology, 91, 113-136. doi:10.1016/j.jecp.2005.01.003
13. Elbro, C., & Petersen, D. K. (2004). Long-term effects of phoneme awareness and letter name training: An intervention study with children at risk of dyslexia. Journal of Educational Psychology, 96, 660-670. doi:10.1037/0022-0663.96.4.660
14. Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Hamlett, C. L., & Bryant, J. D. (2010). The contributions of numerosity and domain-general abilities to school readiness. Child Development, 81, 1520-1533. doi:10.1111/j.1467-8624.2010.01489.x
15. Fuson, K. (1982). An analysis of the counting-on solution procedure in addition. In T. P. Carpernter, J. M. Moser, & T. A. Romberg (Eds.), Addition and subtraction: A cognitive perspective (pp. 67-81). Hillsdale, NJ: Erlbaum.
16. Gallistel, C. R., & Gelman, R. (1992). Preverbal and verbal counting and computation. Cognition, 44, 43-74. doi:10.1016/0010-0277(92)90050-R
17. Geary, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114, 345-362. doi:10.1037/0033-2909.114.2.345
18. Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The relation between spatial skill and early number knowledge: The role of the linear number line. Developmental Psychology, 48, 1229-1241. doi:10.1037/a0027433
19. Hale, J. B., & Fiorello, C. A. (2004). School neuropsychology: A practitioner's handbook. New York, NY: Guilford Press.
20. Hegarty, M., & Kozhevnikov, M. (1999). Types of visual-spatial representations and mathematical problem solving. Journal of Educational Psychology, 91, 684-689. doi:10.1037/0022-0663.91.4.684
21. Hoshi, Y., Oda, I., Wada, Y., Ito, Y., Yamashita, Y., Oda, M., Tamura, M. (2000). Visuospatial imagery is a fruitful strategy for the digit span backward task: A study with near-infrared optical tomography. Cognitive Brain Research, 9, 339-342. doi:10.1016/S0926-6410(00)00006-9
22. Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45, 850-867. doi:10.1037/a0014939
23. Koponen, T., Aunola, K., Ahonen, T., & Nurmi, J.-E. (2007). Cognitive predictors of single-digit and procedural calculation and their covariation with reading skill. Journal of Experimental Child Psychology, 97, 220-241. doi:10.1016/j.jecp.2007.03.001
24. Koponen, T., Mononen, R., Räsänen, P., & Ahonen, T. (2006). Basic numeracy in children with specific language impairment: Heterogeneity and connections to language. Journal of Speech, Language and Hearing Research, 49, 58-73. doi:10.1044/1092-4388(2006/005)
25. Krajewski, K., & Schneider, W. (2009). Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. Journal of Experimental Child Psychology, 103, 516-531. doi:10.1016/j.jecp.2009.03.009
26. Landerl, K., & Moll, K. (2010). Comorbidity of learning disorders: Prevalence and familial transmission. Journal of Clinical Child Psychology and Psychiatry, 51, 287-294. doi:10.1111/j.1469-7610.2009.02164.x
27. Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppänen, H. T., Lohvansuu, K., Schulte-Körne, G. (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, 54, 686-694. doi:10.1111/jcpp.12029
28. LeFevre, J.-A., Fast, L., Skwarchuk, S.-L., Smith-Chant, B. L., Bisanz, J., Kamawar, D., & Penner-Wilger, M. (2010). Pathways to mathematics: Longitudinal predictors of performance. Child Development, 81, 1753-1767. doi:10.1111/j.1467-8624.2010.01508.x
29. Lerkkanen, M.-K., Niemi, P., Poikkeus, A.-M., Poskiparta, E., Siekkinen, M., & Nurmi, J.-E. (2006). The First Steps Study (Alkuportaat, ongoing). Jyväskylä, Finland: University of Jyväskylä.
30. Lerkkanen, M.-K., Poikkeus, A.-M., & Ketonen, R. (2006). ARMI-A tool for assessing reading and writing skills in first grade. Helsinki, Finland: WSOY.
31. Linn, M., & Petersen, A. (1985). Emergence and characterization of sex differences in spatial ability: A meta-analysis. Child Development, 56, 1479-1498. doi:10.2307/1130467
32. Logie, R. H., & Baddeley, A. D. (1987). Cognitive processes in counting. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 310-326. doi:10.1037/0278-7393.13.2.310
33. Lyytinen, H., Ahonen, T., Eklund, K., Guttorm, T., Kulju, P., Laakso, M.-L., Torppa, M. (2004). Early development of children at familial risk for dyslexia-Follow-up from birth to school age. Dyslexia, 3, 146-178. doi:10.1002/dys.274
34. Muthén, L. K., & Muthén, B. O. (1998-2010). Mplus user's guide (6th ed.). Los Angeles, CA: Muthén & Muthén.
35. Noël, M.-P. (2009). Counting on working memory when learning to count and to add: A preschool study. Developmental Psychology, 45, 1630-1643. doi:10.1037/a0016224
36. Purpura, D. J., Hume, L. E., Sims, D. M., & Lonigan, C. J. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110, 647-658. doi:10.1016/j.jercp.2011.07.004
37. Richardson, J. T. E. (1977). Functional relationship between forward and backward digit repetition and a non-verbal analogue. Cortex, 13, 317-320. doi:10.1016/S0010-9452(77)80042-7
38. Siegler, R. S., & Booth, J. L. (2004). Development of numerical estimation in young children. Child Development, 75, 428-444. doi:10.1111/j.1467-8624.2004.00684.x
39. Siegler, R. S., & Ramani, G. B. (2008). Playing linear numerical board games promotes low-income children's numerical development. Developmental Science, 11, 655-661. doi:10.1111/j.1467-7687.2008.00714.x
40. Siegler, R. S., & Shrager, J. (1984). Strategy choices in addition and subtraction: How do children know what to do? In C. Sophian (Ed.), The origins of cognitive skills (pp. 229-293). Hillsdale, NJ: Erlbaum.
41. Simmons, F., & Singleton, C. (2008). Do weak phonological representations impact on arithmetic development? A review of research into arithmetic and dyslexia. Dyslexia, 14, 77-94. doi:10.1002/dys.341
42. Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013). The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin, 139, 352-402. doi:10.1037/a0028446
43. van Garderen, D. (2006). Spatial visualization, visual imagery, and mathematical problem solving of students with varying abilities. Journal of Learning Disabilities, 39, 496-506. doi:10.1177/00222194060390060201
44. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
45. Woodcock, R. W., & Johnson, M. B. (1977). Woodcock-Johnson Psycho-Educational Battery. Itasca, IL: Riverside.
46. Zhou, X., Chen, C., Zhang, H., Xue, G., Dong, Q., Jin, Z., Chen, C. (2006). Neural substrates for forward and backward recitation of numbers and the alphabet: A close examination of the role of intraparietal sulcus and perisylvian areas. Brain Research, 1099, 109-120. doi:10.1016/j.brainres.2006.01.133