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Layes S, Lazar K, Mecheri S. Do learning disabilities in reading, spelling and numeracy have common underlying factors? Evidence from Arabic-speaking children sample. APPLIED NEUROPSYCHOLOGY. CHILD 2024; 13:113-125. [PMID: 36308724 DOI: 10.1080/21622965.2022.2137024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
We examined the role of phonemic awareness [PA], rapid naming [RAN], and verbal short-term memory [VSTM], phonological verbal fluency (PVF) along with literacy related skills (letter naming and orthographic knowledge) in reading, spelling, and numeracy performances. The study was carried out on a sample that consists of 245 native Arabic children of grade 1 and 2. The results showed a significant effect of Group on PA, RAN, VSTM, PVF, and letter naming and orthographic knowledge. There is also a comorbidity effect on PA and orthographic knowledge. The regression analysis indicated that PA and orthographic knowledge are the strongest predictors of the three academic outcomes, whereas VSTM, PVF and RAN displayed less predictive relationships with reading, spelling and numeracy. The results suggest that there are a number of underpinning factors that are linked to PA and orthographic knowledge, which are also accounted for a comorbidity condition between literacy and numeracy.
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Affiliation(s)
- Smail Layes
- Department of Psychology, University of El-Oued, El-Oued, Algeria
| | - Kheira Lazar
- Department of Psychology, University of El-Oued, El-Oued, Algeria
| | - Soulef Mecheri
- Department of Psychology, University of El-Oued, El-Oued, Algeria
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2
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Walker K, Carrigan E, Coppola M. Early access to language supports number mapping skills in deaf children. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2023; 29:1-18. [PMID: 38124681 DOI: 10.1093/deafed/enad045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2022] [Revised: 08/31/2023] [Accepted: 09/03/2023] [Indexed: 12/23/2023]
Abstract
The ability to associate different types of number representations referring to the same quantity (symbolic Arabic numerals, signed/spoken number words, and nonsymbolic quantities), is an important predictor of overall mathematical success. This foundational skill-mapping-has not been examined in deaf and hard-of-hearing (DHH) children. To address this gap, we studied 188 4 1/2 to 9-year-old DHH and hearing children and systematically examined the relationship between their language experiences and mapping skills. We asked whether the timing of children's language exposure (early vs. later), the modality of their language (signed vs. spoken), and their rote counting abilities related to mapping performance. We found that language modality did not significantly relate to mapping performance, but timing of language exposure and counting skills did. These findings suggest that early access to language, whether spoken or signed, supports the development of age-typical mapping skills and that knowledge of number words is critical for this development.
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Affiliation(s)
- Kristin Walker
- Department of Psychology, Stony Brook University, Stony Brook, NY, United States
| | - Emily Carrigan
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, United States
| | - Marie Coppola
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, United States
- Department of Linguistics, University of Connecticut, Storrs, CT, United States
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3
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Taborda-Osorio H, Otálora Y. Effects of a 3-factor field intervention on numerical and geometric knowledge in preschool children. PLoS One 2023; 18:e0290956. [PMID: 37972128 PMCID: PMC10653543 DOI: 10.1371/journal.pone.0290956] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Accepted: 08/18/2023] [Indexed: 11/19/2023] Open
Abstract
The main aim of this study was to develop and test the effects of a field math intervention program on both number and geometry knowledge. The intervention was developed based on three basic skills previously associated with mathematical performance: symbolic number knowledge, mapping processes and spatial reasoning. The participants were 117 preschoolers from six schools in Cali and Bogotá. The children were assigned to an intervention group (N = 55) or a control group (N = 62). The intervention lasted 11 weeks with 3 sessions per week where the children participated in different game-based activities. Tests of numerical and geometric knowledge were administered before and after the intervention. The effects of the intervention were tested twice, immediately after the program ended and six months later. The results show that the children in the intervention group improved more than the control group in both number and geometry. The second posttest revealed a significant intervention effect for geometry, but not for numerical knowledge. The implications of these mixed patterns of results are discussed in the paper.
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Affiliation(s)
| | - Yenny Otálora
- Faculty of Psychology, Center for Research on Psychology, Cognition and Culture, Universidad del Valle, Cali, Colombia
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4
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Träff U, Skagerlund K, Östergren R, Skagenholt M. The importance of domain-specific number abilities and domain-general cognitive abilities for early arithmetic achievement and development. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2023; 93:825-841. [PMID: 37045076 DOI: 10.1111/bjep.12599] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Accepted: 02/02/2023] [Indexed: 04/14/2023]
Abstract
BACKGROUND Children's numerical and arithmetic skills differ greatly already at an early age. Although research focusing on accounting for these large individual differences clearly demonstrates that mathematical performance draws upon several cognitive abilities, our knowledge concerning key abilities underlying mathematical skill development is still limited. AIMS First, to identify key cognitive abilities contributing to children's development of early arithmetic skills. Second, to examine the extent to which early arithmetic performance and early arithmetic development rely on different or similar constellations of domain-specific number abilities and domain-general cognitive abilities. SAMPLE In all, 134 Swedish children (Mage = 6 years and 4 months, SD = 3 months, 74 boys) participated in this study. METHOD Verbal and non-verbal logical reasoning, non-symbolic number comparison, counting knowledge, spatial processing, verbal working memory and arithmetic were assessed. Twelve months later, arithmetic skills were reassessed. A latent change score model was computed to determine whether any of the abilities accounted for variations in arithmetic development. RESULTS Arithmetic performance was supported by counting knowledge, verbal and non-verbal logical reasoning and spatial processing. Arithmetic skill development was only supported by spatial processing. CONCLUSIONS Results show that young children's early arithmetic performance and arithmetic development are supported by different cognitive processes. The findings regarding performance supported Fuchs et al.'s model (Dev Psychol, 46, 2010b, 1731) but the developmental findings did not. The developmental findings align partially to Geary et al.'s (J Educ Psychol, 109, 2017, 680) hypothesis stating that young children's early arithmetic development is more dependent on general cognitive abilities than number abilities.
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Affiliation(s)
- Ulf Träff
- Linköping University, Linköping, Sweden
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Shvartsman M, Shaul S. The Role of Working Memory in Early Literacy and Numeracy Skills in Kindergarten and First Grade. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1285. [PMID: 37628284 PMCID: PMC10453593 DOI: 10.3390/children10081285] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2023] [Revised: 06/27/2023] [Accepted: 07/18/2023] [Indexed: 08/27/2023]
Abstract
The working memory system supports learning processes such as acquiring new information and the development of new skills. Working memory has been found to be related to both early literacy and early numeracy in kindergarten and to linguistic and mathematical academic skills at older ages, but the contribution of each of the memory components at these ages is not yet clear. The purpose of this study is to examine the unique connections among the various systems of WM, early literacy, and early numeracy using various assessment tests of simple WM and complex WM, as well as a variety of tasks in math and language skills administered to the same 250 children in kindergarten and 150 children in first grade. Consistent with the predictions, significant relations among all components of memory and mathematics and language knowledge at both ages were found, although these connections were differential for the different types of tasks and memory systems. The connection of complex WM was stronger in its contribution and more significant in first grade in both mathematics and language domains. Complex WM resources were more important in early literacy at kindergarten age, while simple WM seems to be important in early numeracy. The theoretical and educational implications of these results are discussed accordingly.
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Affiliation(s)
| | - Shelley Shaul
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, Faculty of Education, University of Haifa, Haifa 3103301, Israel;
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Zhang Y, Tolmie A, Gordon R. The Relationship between Working Memory and Arithmetic in Primary School Children: A Meta-Analysis. Brain Sci 2022; 13:22. [PMID: 36672004 PMCID: PMC9856839 DOI: 10.3390/brainsci13010022] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Revised: 12/08/2022] [Accepted: 12/13/2022] [Indexed: 12/24/2022] Open
Abstract
Working memory (WM) plays a crucial role in the development of arithmetic ability. However, research findings related to which factors influence the relationship between WM and arithmetic skills are inconsistent. The present meta-analysis aimed to examine the links between WM and arithmetic in primary school children and investigate whether this is dependent on WM domains (i.e., verbal, visual, spatial), child age, arithmetic operation type, and arithmetic task type. A total of 11,224 participants with an age range of 6- to 12 years, from 55 independent samples were included in the meta-analysis. Analysis of 46 studies with 187 effect sizes revealed an overall significant and medium correlation between WM and arithmetic. Heterogeneity analyses indicated that verbal WM showed a stronger correlation with arithmetic than visuospatial WM, and that correlations between verbal WM and arithmetic declined with age, whereas correlations between spatial-sequential, and spatial-simultaneous WM and arithmetic remained stable throughout development. Addition and subtraction were more involved in verbal WM than multiplication and division. Moreover, mental and written arithmetic showed comparable correlations with WM in all domains. These findings suggest moderation effects of WM domains, age, and operation types in the WM-arithmetic relationship and highlight the significant role of verbal WM in arithmetic ability in primary school children.
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Kloo D, Osterhaus C, Kristen‐Antonow S, Sodian B. The impact of theory of mind and executive function on math and reading abilities: A longitudinal study. INFANT AND CHILD DEVELOPMENT 2022. [DOI: 10.1002/icd.2356] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Daniela Kloo
- Department of Developmental Psychology Ludwig‐Maximilian‐University Munich Germany
| | - Christopher Osterhaus
- Department of Developmental Psychology Ludwig‐Maximilian‐University Munich Germany
- Department of Educational Psychology University of Vechta Vechta Germany
| | | | - Beate Sodian
- Department of Developmental Psychology Ludwig‐Maximilian‐University Munich Germany
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Liang X, Yin Y, Kang J, Wang L. Can training in the approximate number system improve the informal mathematics ability of preschoolers? Acta Psychol (Amst) 2022; 228:103638. [PMID: 35690026 DOI: 10.1016/j.actpsy.2022.103638] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2021] [Revised: 05/28/2022] [Accepted: 05/31/2022] [Indexed: 01/29/2023] Open
Abstract
Recent studies show that comparison or arithmetic training in the approximate number system (ANS) can improve the early mathematics ability of preschool children. However, no studies have compared the training effects of ANS comparison training with those of ANS arithmetic training on the early mathematics ability of preschool children. The current study pseudorandomly assigned 87 children aged 4-5 years to one of three training groups (the ANS comparison, ANS arithmetic, and control groups) for 4 weeks of training. The results showed that compared with the control group, the ANS comparison training and ANS arithmetic training equally improved the ANS acuity and informal mathematics ability of preschool children. In addition, the study found that there may be a bidirectional causal relationship between ANS and mathematics in preschoolers, but this relationship needs to be further investigated using longitudinal studies. Taken together, these findings emphasize the importance of ANS-based training in improving preschoolers' ANS acuity and informal mathematics ability before formal school enrollment.
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Affiliation(s)
- Xiao Liang
- School of Psychology, Northeast Normal University, No. 5268 Renmin Street, 130024 Changchun, China; Jilin Provincial Experimental Teaching Demonstration Center of Psychology, Northeast Normal University, Changchun, China.
| | - Yueyang Yin
- School of Education Science, Jiangsu Normal University, No.101 Shanghai road, tongshan new district, 221116 Xuzhou, China.
| | - Jingmei Kang
- School of Psychology, Northeast Normal University, No. 5268 Renmin Street, 130024 Changchun, China; Jilin Provincial Experimental Teaching Demonstration Center of Psychology, Northeast Normal University, Changchun, China.
| | - Lijuan Wang
- School of Psychology, Northeast Normal University, No. 5268 Renmin Street, 130024 Changchun, China; Jilin Provincial Experimental Teaching Demonstration Center of Psychology, Northeast Normal University, Changchun, China.
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9
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De Vita C, Costa HM, Tomasetto C, Passolunghi MC. The contributions of working memory domains and processes to early mathematical knowledge between preschool and first grade. PSYCHOLOGICAL RESEARCH 2022; 86:497-511. [PMID: 33677704 PMCID: PMC8885495 DOI: 10.1007/s00426-021-01496-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Accepted: 02/19/2021] [Indexed: 12/04/2022]
Abstract
Working Memory (WM) plays a crucial role in supporting children's mathematical learning. However, there is no consensus on the relative contributions of different WM domains (i.e., verbal, visuo-spatial, and numerical-verbal) and processes (i.e., low-control and high-control) to mathematical performance, specifically before and after the onset of formal education. This cross-sectional study examined the relations between WM domains and processes and early mathematical knowledge, comparing a group of children in the second year of preschool (N = 66) to a group of first graders (N = 110). Results of multigroup path analysis showed that whereas visuo-spatial low-control WM significantly predicted early mathematical knowledge only among preschoolers, verbal low-control WM was a significant predictor only among first graders. Instead, the contribution of visuo-spatial high-control WM emerged as significant for both age groups, as well as that of numerical-verbal WM, although the latter to a greater extent among preschoolers. These findings provide new insights into the WM domains and processes most involved in early mathematical knowledge at different developmental stages, with potential implications for the implementation of age-appropriate training interventions targeting specific WM skills before and after the onset of formal education.
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Affiliation(s)
- Chiara De Vita
- Department of Life Sciences, Gaetano Kanizsa Psychology Unit, University of Trieste, via Weiss 21, 34128, Trieste, Italy
| | - Hiwet Mariam Costa
- Department of Life Sciences, Gaetano Kanizsa Psychology Unit, University of Trieste, via Weiss 21, 34128, Trieste, Italy
| | - Carlo Tomasetto
- Department of Psychology, University of Bologna, Bologna, Italy
| | - Maria Chiara Passolunghi
- Department of Life Sciences, Gaetano Kanizsa Psychology Unit, University of Trieste, via Weiss 21, 34128, Trieste, Italy.
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10
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Cuder A, Vidoz M, De Vita C, Pellizzoni S, Passolunghi MC. Numerical Training Videos and Early Numerical Achievement: A Study on 3-Year-Old Preschoolers. Brain Sci 2022; 12:88. [PMID: 35053831 PMCID: PMC8773724 DOI: 10.3390/brainsci12010088] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Revised: 01/06/2022] [Accepted: 01/07/2022] [Indexed: 12/04/2022] Open
Abstract
Early numerical abilities predict later math achievement and could be improved in children by using various training methods. As the literature on the use of training videos to develop numerical abilities is still surprisingly scant, the aim of the present study was to test the efficacy of a numerical training video on the development of counting and number line knowledge in 3-year-old preschoolers. Far transfer effects to cardinality and working memory were also examined. The study involved 86 children randomly assigned to two intervention groups: a numerical training group exposed to videos on counting and number lines; and a control group exposed to videos on colors and animal names in a foreign language. After the video training, there was an improvement in the numerical training group's counting skills, but not in their number line knowledge, and this improvement persisted six months later. The numerical training group also showed a far-transfer enhancement of cardinality six months after the intervention. Based on our results, numerical training videos could be effective in helping to enhance early numeracy skills in very young preschoolers.
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Affiliation(s)
| | | | | | | | - Maria Chiara Passolunghi
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy; (A.C.); (M.V.); (C.D.V.); (S.P.)
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11
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Preschoolers' mastery of advanced counting: The best predictor of addition skills 2 years later. J Exp Child Psychol 2021; 212:105252. [PMID: 34352661 DOI: 10.1016/j.jecp.2021.105252] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2020] [Revised: 06/30/2021] [Accepted: 07/02/2021] [Indexed: 11/20/2022]
Abstract
The current study addressed the following question: Among preschoolers' basic numerical abilities, what are the best predictors for the later addition skills? We measured numerical abilities at preschool age and used dominance analysis to determine the dominant predictor for addition skills 2 years later. We tested seven numerical specific predictors (counting, advanced counting, enumeration, Give-N, collection comparison, number-word comparison, and approximate addition). Both quantitative and qualitative aspects (accuracy, strategy choice, and fluency) of addition skills were measured. The results show that the predictor weights for addition skills were 39% (counting), 37% (advanced counting), and 25% (collection comparison). We concluded that counting ability and especially advanced counting measured in early preschool is the most robust predictor of addition skills 2 years later (even after controlling for global cognitive abilities). This study generalized the previous findings found for Western children to Vietnamese preschoolers (N = 157, Mage = 4.8 years); extended and highlighted the role of advanced counting (count from a number other than 1) to later addition performance, mature strategy, and calculation fluency; and suggested further implications.
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12
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Susperreguy MI, Jiménez Lira C, Xu C, LeFevre JA, Blanco Vega H, Benavides Pando EV, Ornelas Contreras M. Home Learning Environments of Children in Mexico in Relation to Socioeconomic Status. Front Psychol 2021; 12:626159. [PMID: 33815211 PMCID: PMC8017273 DOI: 10.3389/fpsyg.2021.626159] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Accepted: 02/22/2021] [Indexed: 12/01/2022] Open
Abstract
We explored the home learning environments of 173 Mexican preschool children (aged 3-6 years) in relation to their numeracy performance. Parents indicated the frequency of their formal home numeracy and literacy activities, and their academic expectations for children's numeracy and literacy performance. Children completed measures of early numeracy skills. Mexican parent-child dyads from families with either high- or low-socioeconomic status (SES) participated. Low-SES parents (n = 99) reported higher numeracy expectations than high-SES parents (n = 74), but similar frequency of home numeracy activities. In contrast, high-SES parents reported higher frequency of literacy activities. Path analyses showed that operational (i.e., advanced) numeracy activities were positively related to children's numeracy skills in the high- but not in the low-SES group. These findings improve the understanding of the role of the home environment in different contexts and provide some insights into the sources of the variable patterns of relations between home learning activities and children's numeracy outcomes. They also suggest that SES is a critical factor to consider in research on children's home numeracy experiences.
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Affiliation(s)
| | - Carolina Jiménez Lira
- Faculty of Physical Culture Sciences, Universidad Autónoma de Chihuahua, Chihuahua, Mexico
| | - Chang Xu
- Department of Psychology, Carleton University, Ottawa, ON, Canada
| | - Jo-Anne LeFevre
- Department of Psychology, Carleton University, Ottawa, ON, Canada
- Department of Cognitive Science, Carleton University, Ottawa, ON, Canada
| | - Humberto Blanco Vega
- Faculty of Physical Culture Sciences, Universidad Autónoma de Chihuahua, Chihuahua, Mexico
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Navarro-Soria I, Álvarez-Teruel JD, Granados-Alós L, Lavigne-Cerván R. Early Detection of Academic Performance During Primary Education Using the Spanish Primary School Aptitude Test (AEI) Battery. Front Psychol 2021; 11:630803. [PMID: 33551939 PMCID: PMC7858253 DOI: 10.3389/fpsyg.2020.630803] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Accepted: 12/21/2020] [Indexed: 11/17/2022] Open
Abstract
The aim of this study was to assess the predictive capacity of some of the most relevant cognitive skills pertaining to the academic field as measured by the Spanish Primary School Aptitude Test Battery. This psychometric tool was applied to all students who were enrolled in the final year of Early Childhood Education (631 students) in the public schools of the province of Alicante (in the South-East of Spain) and a follow-up of their academic progress was carried out when they completed Primary Education (6 school years). The results obtained show that medium-high and high scores in Verbal Aptitude and Numerical Aptitude tests in Early Childhood Education (5 years of age), can predict academic success at the end of Primary Education (12 years of age) in instrumental subjects such as: (1) Language (Verbal Aptitude Odds Ratio = 1.39 and Numerical Aptitude Odds Ratio = 1.39) and (2) Mathematics (Verbal Aptitude Odds Ratio = 1.47 and Numerical Aptitude Odds Ratio = 1.52). We have determined the importance of developing pedagogical programs that stimulate the development of these skills during Early Childhood Education, while implementing support strategies during Primary Education, for those students who present underdeveloped aptitudes in these areas. In this way, school difficulties would be prevented in the instrumental subjects that provide access to other academic areas.
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Affiliation(s)
- Ignasi Navarro-Soria
- Department of Developmental and Educational Psychology, University of Alicante, Alicante, Spain
| | | | | | - Rocío Lavigne-Cerván
- Department of Developmental and Educational Psychology, University of Malaga, Málaga, Spain
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14
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Lin X. Investigating the Unique Predictors of Word-Problem Solving Using Meta-Analytic Structural Equation Modeling. EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09554-w] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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15
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When one-two-three beats two-one-three: Tracking the acquisition of the verbal number sequence. Psychon Bull Rev 2020; 27:122-129. [PMID: 31900801 DOI: 10.3758/s13423-019-01704-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Abstract
Learning how to count is a crucial step in cognitive development, which progressively allows for more elaborate numerical processing. The existing body of research consistently reports how children associate the verbal code with exact quantity. However, the early acquisition of this code, when the verbal numbers are encoded in long-term memory as a sequence of words, has rarely been examined. Using an incidental assessment method based on serial recall of number words presented in ordered versus non-ordered sequences (e.g., one-two-three vs. two-one-three), we tracked the progressive acquisition of the verbal number sequence in children aged 3-6 years. Results revealed evidence for verbal number sequence knowledge in the youngest children even before counting is fully mastered. Verbal numerical knowledge thus starts to be organized as a sequence in long-term memory already at the age of 3 years, and this numerical sequence knowledge is assessed in a sensitive manner by incidental rather than explicit measures of number knowledge.
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16
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Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development. Cognition 2019; 187:1-9. [DOI: 10.1016/j.cognition.2018.11.016] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2018] [Revised: 10/29/2018] [Accepted: 11/13/2018] [Indexed: 11/22/2022]
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17
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Allen K, Higgins S, Adams J. The Relationship between Visuospatial Working Memory and Mathematical Performance in School-Aged Children: a Systematic Review. EDUCATIONAL PSYCHOLOGY REVIEW 2019. [DOI: 10.1007/s10648-019-09470-8] [Citation(s) in RCA: 34] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Kim N, Jang S, Cho S. Testing the Efficacy of Training Basic Numerical Cognition and Transfer Effects to Improvement in Children's Math Ability. Front Psychol 2018; 9:1775. [PMID: 30333768 PMCID: PMC6175973 DOI: 10.3389/fpsyg.2018.01775] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2018] [Accepted: 09/03/2018] [Indexed: 01/29/2023] Open
Abstract
The goals of the present study were to test whether (and which) basic numerical abilities can be improved with training and whether training effects transfer to improvement in children's math achievement. The literature is mixed with evidence that does or does not substantiate the efficacy of training basic numerical ability. In the present study, we developed a child-friendly software named "123 Bakery" which includes four training modules; non-symbolic numerosity comparison, non-symbolic numerosity estimation, approximate arithmetic, and symbol-to-numerosity mapping. Fifty-six first graders were randomly assigned to either the training or control group. The training group participated in 6 weeks of training (5 times a week, 30 minutes per day). All participants underwent pre- and post-training assessment of their basic numerical processing ability (including numerosity discrimination acuity, symbolic/non-symbolic magnitude estimation, approximate arithmetic, and symbol-to-numerosity mapping), overall math achievement and intelligence, 6 weeks apart. The acuity for numerosity discrimination (approximate number sense acuity; hereafter ANS acuity) significantly improved after training, but this training effect did not transfer to improvement in symbolic, exact calculation, or any other math ability. We conclude that basic numerical cognition training leads to improvement in ANS acuity, but whether this effect transfers to symbolic math ability remains to be further tested.
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Affiliation(s)
- Narae Kim
- Department of Psychology, Chung-Ang University, Seoul, South Korea
| | - Selim Jang
- Department of Psychology, Chung-Ang University, Seoul, South Korea
- Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, IL, United States
| | - Soohyun Cho
- Department of Psychology, Chung-Ang University, Seoul, South Korea
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Cirino PT, Child AE, Macdonald K. Longitudinal Predictors of the Overlap between Reading and Math Skills. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018; 54:99-111. [PMID: 30559576 PMCID: PMC6294126 DOI: 10.1016/j.cedpsych.2018.06.002] [Citation(s) in RCA: 37] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
The predictors of developing reading skill are well known, and there is increasing coherence around predictors of developing math as well. These achievement skills share strong relations. Less knowledge is available regarding the extent to which predictors overlap and predict one another, particularly longitudinally, and across different types of reading and math. We followed kindergarten students (n = 193) for one year, evaluating a range of relevant predictor skills in kindergarten, and a range of relevant achievement outcomes (core, fluency, complex) of reading and math in grade 1. Few predictors differentially predicted math versus reading with some exception (phonological awareness and rapid naming for reading; counting knowledge for math). The pattern was more similar for core and fluency outcomes relative to complex ones. A small set of predictors accounted for much of the overlap among math and reading outcomes, regardless of type (core, fluency, or complex). Results have the potential to inform the development of early screening tools to consider both achievement domains simultaneously, and support the importance of following students identified as at-risk in one domain for their performance in both domains.
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Affiliation(s)
- Paul T Cirino
- Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics (TIMES), University of Houston
| | - Amanda E Child
- Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics (TIMES), University of Houston
| | - Kelly Macdonald
- Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics (TIMES), University of Houston
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20
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Träff U, Olsson L, Skagerlund K, Östergren R. Cognitive mechanisms underlying third graders’ arithmetic skills: Expanding the pathways to mathematics model. J Exp Child Psychol 2018; 167:369-387. [DOI: 10.1016/j.jecp.2017.11.010] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2016] [Revised: 09/19/2017] [Accepted: 11/20/2017] [Indexed: 11/28/2022]
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21
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Nanu CE, McMullen J, Munck P, Hannula-Sormunen MM. Spontaneous focusing on numerosity in preschool as a predictor of mathematical skills and knowledge in the fifth grade. J Exp Child Psychol 2018; 169:42-58. [PMID: 29331837 DOI: 10.1016/j.jecp.2017.12.011] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2017] [Revised: 12/07/2017] [Accepted: 12/19/2017] [Indexed: 10/18/2022]
Abstract
Previous studies in a variety of countries have shown that there are substantial individual differences in children's spontaneous focusing on numerosity (SFON), and these differences are positively related to the development of early numerical skills in preschool and primary school. A total of 74 5-year-olds participated in a 7-year follow-up study, in which we explored whether SFON measured with very small numerosities at 5 years of age predicts mathematical skills and knowledge, math motivation, and reading in fifth grade at 11 years of age. Results show that preschool SFON is a unique predictor of arithmetic fluency and number line estimation but not of rational number knowledge, mathematical achievement, math motivation, or reading. These results hold even after taking into account age, IQ, working memory, digit naming, and cardinality skills. The results of the current study further the understanding of how preschool SFON tendency plays a role in the development of different formal mathematical skills over an extended period of time.
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Affiliation(s)
- Cristina E Nanu
- Department of Teacher Education, University of Turku, 20014 Turku, Finland
| | - Jake McMullen
- Turku Institute for Advanced Studies, University of Turku, 20014 Turku, Finland
| | - Petriina Munck
- Department of Psychology, University of Turku, 20014 Turku, Finland; Department of Pediatrics, Turku University Hospital, 20521 Turku, Finland
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- Turku University Hospital, 20521 Turku, Finland
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22
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Torbeyns J, Bojorque G, Van Hoof J, Van Nijlen D, Verschaffel L. Unique contribution of Ecuadorian kindergartners' spontaneous focusing on numerosity to their early numerical abilities. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2017; 36:299-312. [PMID: 29134669 DOI: 10.1111/bjdp.12221] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2016] [Revised: 10/23/2017] [Indexed: 10/18/2022]
Abstract
Recent evidence indicates that young children's spontaneous focusing on numerosity (SFON) uniquely contributes to their early numerical abilities. This study complements previous findings by validating the relation between young children's SFON and their early numerical abilities in a developing country, namely Ecuador. We analysed 355 Ecuadorian 5- to 6-year-olds' SFON in relation to their early numerical abilities at the start of kindergarten, controlling for children's socio-demographic (socio-economic status, age) and general cognitive (working memory, intelligence) characteristics. Our results evidence the unique contribution of Ecuadorian kindergartners' SFON to their early numerical abilities, controlling for children's working memory, intelligence, socio-economic status, and age. Our findings support the validity of previous findings on the unique contribution of SFON to young children's early numerical abilities in developed countries for developing countries. Additionally, they raise timely questions for further theoretical and methodological studies on young children's numerical development worldwide, in developing and developed countries. Statement of contribution What is already known? SFON uniquely contributes to early numerical abilities. However, this is only documented in Finnish samples. Previously only limited control for domain-general cognitive and socio-demographic characteristics. What does the study add? SFON uniquely contributes to early numerical abilities in Ecuadorian 5- to 6-year-olds. This unique contribution remains after controlling for WM, IQ, SES, and age. Evidence for the universal nature of the association between SFON and early numerical ability.
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Affiliation(s)
| | - Gina Bojorque
- KU Leuven, Belgium.,University of Cuenca, Ecuador, South America
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23
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Mazzocco MMM, Chan JYC, Bock AM. Early Executive Function and Mathematics Relations: Correlation Does Not Ensure Concordance. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2017; 53:289-307. [PMID: 28844247 DOI: 10.1016/bs.acdb.2017.05.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
In this chapter, we address one potentially overlooked component of the relation between executive function (EF) skills and early mathematics, a relation for which there is widespread empirical support. Evidence for this relation has, thus far, been largely correlational. Here we emphasize that because positive correlations do not guarantee concordance among all members of a sample or population, a small but meaningful number of children may either fare well in mathematics despite poor EF skills, or may have strong EF skills despite weak mathematics skills. We propose that attention to different profiles of discordance for EF and mathematics may help identify individualized learning needs for students at risk for mathematics difficulties and disabilities.
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Affiliation(s)
- Michèle M M Mazzocco
- Institute of Child Development, University of Minnesota, Minneapolis, MN, United States.
| | - Jenny Yun-Chen Chan
- Institute of Child Development, University of Minnesota, Minneapolis, MN, United States
| | - Allison M Bock
- Center for Early Education and Development, University of Minnesota, Minneapolis, MN, United States
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24
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Träff U, Skagerlund K, Olsson L, Östergren R. Pathways to arithmetic fact retrieval and percentage calculation in adolescents. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2017. [DOI: 10.1111/bjep.12170] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Ulf Träff
- Department of Behavioural Sciences and Learning; Linköping University; Sweden
| | - Kenny Skagerlund
- Department of Behavioural Sciences and Learning; Linköping University; Sweden
| | - Linda Olsson
- Department of Behavioural Sciences and Learning; Linköping University; Sweden
| | - Rickard Östergren
- Department of Behavioural Sciences and Learning; Linköping University; Sweden
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25
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Klados MA, Pandria N, Micheloyannis S, Margulies D, Bamidis PD. Math anxiety: Brain cortical network changes in anticipation of doing mathematics. Int J Psychophysiol 2017; 122:24-31. [PMID: 28479367 DOI: 10.1016/j.ijpsycho.2017.05.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2015] [Revised: 05/01/2017] [Accepted: 05/03/2017] [Indexed: 10/19/2022]
Abstract
Following our previous work regarding the involvement of math anxiety (MA) in math-oriented tasks, this study tries to explore the differences in the cerebral networks' topology between self-reported low math-anxious (LMA) and high math-anxious (HMA) individuals, during the anticipation phase prior to a mathematical related experiment. For this reason, multichannel EEG recordings were adopted, while the solution of the inverse problem was applied in a generic head model, in order to obtain the cortical signals. The cortical networks have been computed for each band separately, using the magnitude square coherence metric. The main graph theoretical parameters, showed differences in segregation and integration in almost all EEG bands of the HMAs in comparison to LMAs, indicative of a great influence of the anticipatory anxiety prior to mathematical performance.
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Affiliation(s)
- Manousos A Klados
- Research Group for Neuroanatomy & Connectivity, Max Planck Institute for Human Cognitive & Brain Sciences, Leipzig, Germany; Medical Physics Laboratory, Medical School, Faculty of Health Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece; School of Life and Health Sciences, Aston University, Birmingham, United Kingdom.
| | - Niki Pandria
- Medical Physics Laboratory, Medical School, Faculty of Health Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Sifis Micheloyannis
- Neurophysioloical Research Laboratory (L. Widén), Medical School, University of Crete, Heraklion, Greece
| | - Daniel Margulies
- Research Group for Neuroanatomy & Connectivity, Max Planck Institute for Human Cognitive & Brain Sciences, Leipzig, Germany
| | - Panagiotis D Bamidis
- Medical Physics Laboratory, Medical School, Faculty of Health Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece
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26
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Hannula-Sormunen MM, Nanu CE, Laakkonen E, Munck P, Kiuru N, Lehtonen L. Early mathematical skill profiles of prematurely and full-term born children. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.03.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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27
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Cornu V, Schiltz C, Pazouki T, Martin R. Training early visuo-spatial abilities: A controlled classroom-based intervention study. APPLIED DEVELOPMENTAL SCIENCE 2017. [DOI: 10.1080/10888691.2016.1276835] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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28
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Alanko O, Niemi P, Munck P, Matomäki J, Turunen T, Nurmi JE, Lehtonen L, Haataja L, Rautava P. Reading and math abilities of Finnish school beginners born very preterm or with very low birth weight. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.01.022] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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29
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Park J, Bermudez V, Roberts RC, Brannon EM. Non-symbolic approximate arithmetic training improves math performance in preschoolers. J Exp Child Psychol 2016; 152:278-293. [PMID: 27596808 DOI: 10.1016/j.jecp.2016.07.011] [Citation(s) in RCA: 55] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2015] [Revised: 07/20/2016] [Accepted: 07/21/2016] [Indexed: 01/29/2023]
Abstract
Math proficiency at early school age is an important predictor of later academic achievement. Thus, an important goal for society should be to improve math readiness in preschool-age children, especially in low-income children who typically arrive in kindergarten with less mathematical competency than their higher income peers. The majority of existing research-based math intervention programs target symbolic verbal number concepts in young children. However, very little attention has been paid to the preverbal intuitive ability to approximately represent numerical quantity, which is hypothesized to be an important foundation for full-fledged mathematical thinking. Here, we tested the hypothesis that repeated engagement of non-symbolic approximate addition and subtraction of large arrays of items results in improved math skills in very young children, an idea that stems from our previous studies in adults. In the current study, 3- to 5-year-olds showed selective improvements in math skills after multiple days of playing a tablet-based non-symbolic approximate arithmetic game compared with children who played a memory game. These findings, collectively with our previous reports, suggest that mental manipulation of approximate numerosities provides an important tool for improving math readiness, even in preschoolers who have yet to master the meaning of number words.
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Affiliation(s)
- Joonkoo Park
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, MA 01003, USA; Commonwealth Honors College, University of Massachusetts Amherst, Amherst, MA 01003, USA.
| | - Vanessa Bermudez
- Center for Cognitive Neuroscience, Duke University, Durham, NC 27708, USA
| | - Rachel C Roberts
- Center for Cognitive Neuroscience, Duke University, Durham, NC 27708, USA
| | - Elizabeth M Brannon
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104, USA
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30
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Yao SY, Muñez D, Bull R, Lee K, Khng KH, Poon K. Rasch Modeling of the Test of Early Mathematics Ability–Third Edition With a Sample of K1 Children in Singapore. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2016. [DOI: 10.1177/0734282916651021] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The Test of Early Mathematics Ability–Third Edition (TEMA-3) is a commonly used measure of early mathematics knowledge for children aged 3 years to 8 years 11 months. In spite of its wide use, research on the psychometric properties of TEMA-3 remains limited. This study applied the Rasch model to investigate the psychometric properties of TEMA-3 from three aspects: technical qualities, internal structure, and convergent evidence. Data were collected from 971 K1 children in Singapore. Item fit statistics suggested a reasonable model-data fit. The TEMA-3 items were found to demonstrate generally good technical qualities, interpretable internal structure, and reasonable convergent evidence. Implications for test development, test use, and future research are further discussed.
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Affiliation(s)
| | | | | | - Kerry Lee
- Nanyang Technological University, Singapore
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31
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Cirino PT, Tolar TD, Fuchs LS, Huston-Warren E. Cognitive and numerosity predictors of mathematical skills in middle school. J Exp Child Psychol 2016; 145:95-119. [PMID: 26826940 DOI: 10.1016/j.jecp.2015.12.010] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2015] [Revised: 12/18/2015] [Accepted: 12/22/2015] [Indexed: 12/01/2022]
Abstract
There is a strong research base on the underlying concomitants of early developing math skills. Fewer studies have focused on later developing skills. Here, we focused on direct and indirect contributions of cognitive measures (e.g., language, spatial skills, working memory) and numerosity measures, as well as arithmetic proficiency, on key outcomes of fraction performance, proportional reasoning, and broad mathematics achievement at sixth grade (N=162) via path analysis. We expected a hierarchy of skill development, with predominantly indirect effects of cognitive factors via number and arithmetic. Results controlling for age showed that the combination of cognitive, number, and arithmetic variables cumulatively accounted for 38% to 44% of the variance in fractions, proportional reasoning, and broad mathematics. There was consistency across outcomes, with more proximal skills providing direct effects and with the effects of cognitive skills being mediated by number and by more proximal skills. Results support a hierarchical progression from domain-general cognitive processes through numerosity and arithmetic skills to proportional reasoning to broad mathematics achievement.
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