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Georges C, Cornu V, Schiltz C. The importance of spatial language for early numerical development in preschool: Going beyond verbal number skills. PLoS One 2023; 18:e0292291. [PMID: 37773948 PMCID: PMC10540965 DOI: 10.1371/journal.pone.0292291] [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: 04/25/2023] [Accepted: 09/17/2023] [Indexed: 10/01/2023] Open
Abstract
Recent evidence suggests that spatial language in preschool positively affects the development of verbal number skills, as indexed by aggregated performances on counting and number naming tasks. We firstly aimed to specify whether spatial language (the knowledge of locative prepositions) significantly relates to both of these measures. In addition, we assessed whether the predictive value of spatial language extends beyond verbal number skills to numerical subdomains without explicit verbal component, such as number writing, symbolic magnitude classifications, ordinal judgments and numerosity comparisons. To determine the unique contributions of spatial language to these numerical skills, we controlled in our regression analyses for intrinsic and extrinsic spatial abilities, phonological awareness as well as age, socioeconomic status and home language. With respect to verbal number skills, it appeared that spatial language uniquely predicted forward and backward counting but not number naming, which was significantly affected only by phonological awareness. Regarding numerical tasks that do not contain explicit verbal components, spatial language did not relate to number writing or numerosity comparisons. Conversely, it explained unique variance in symbolic magnitude classifications and was the only predictor of ordinal judgments. These findings thus highlight the importance of spatial language for early numerical development beyond verbal number skills and suggest that the knowledge of spatial terms is especially relevant for processing cardinal and ordinal relations between symbolic numbers. Promoting spatial language in preschool might thus be an interesting avenue for fostering the acquisition of these symbolic numerical skills prior to formal schooling.
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Affiliation(s)
- Carrie Georges
- Department of Behavioural and Cognitive Sciences, Faculty of Humanities, Education and Social Sciences, University of Luxembourg, Esch-Belval, Luxembourg
| | - Véronique Cornu
- Centre pour le Développement des Apprentissages Grande-Duchesse Maria Teresa, Ministère de l’Éducation Nationale, de l’Enfance et de la Jeunesse, Strassen, Luxembourg
| | - Christine Schiltz
- Department of Behavioural and Cognitive Sciences, Faculty of Humanities, Education and Social Sciences, University of Luxembourg, Esch-Belval, Luxembourg
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2
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Finger Use and Arithmetic Skills in Children and Adolescents: a Scoping Review. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09722-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
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3
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Asakawa A, Sugimura S. Mediating process between fine motor skills, finger gnosis, and calculation abilities in preschool children. Acta Psychol (Amst) 2022; 231:103771. [PMID: 36327667 DOI: 10.1016/j.actpsy.2022.103771] [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: 10/30/2021] [Revised: 09/01/2022] [Accepted: 10/11/2022] [Indexed: 11/05/2022] Open
Abstract
Previous studies have found a relationship between fine motor skills, finger gnosis, and calculation skill. However, what mediates this association remains unclear. Therefore, this study investigated whether fine motor skills and finger gnosis are selectively associated with counting and symbolic comparison, and whether fine motor skills and finger gnosis are associated with calculation skills through numerical concepts to which they are selectively associated. We measured the counting, symbolic comparison, fine motor skills, finger gnosis, and working memory in preschool children (N = 48). The hierarchical multiple regression analysis results demonstrated that fine motor skills were selectively associated with counting, and finger gnosis with symbolic comparison. Moreover, based on the results of the mediation analysis, counting mediated the relationship between fine motor and calculation skills. However, the direct effects of fine motor skills and finger gnosis on calculation skills were also maintained. The findings were that fine motor skills and finger gnosis were related to numerical abilities, including counting, symbolic comparison, and calculations. Therefore, the findings were discussed in terms of the functional view and redeployment views, suggesting that the two views were complementary rather than exclusive.
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Affiliation(s)
| | - Shinichiro Sugimura
- Graduate School of Humanities and Social Sciences, Hiroshima University, Japan.
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Yu X, Liu K, Wang Y, Yang X, Yang J. Differential contributions of phonological processing and visual-spatial abilities to four basic arithmetic operations in primary school children. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03688-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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5
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Queally JT, Barnes MA, Castillo H, Castillo J, Fletcher JM. Neuropsychological care guidelines for people with spina bifida. J Pediatr Rehabil Med 2021; 13:663-673. [PMID: 33285647 PMCID: PMC7838972 DOI: 10.3233/prm-200761] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
While the neuropsychological profile for individuals with Spina Bifida (SB) can vary, often certain patterns of strengths and weaknesses are evident across the lifespan. Understanding variability related to neural structure, genetics, ethnicity, and the environment is key to understanding individual differences in outcomes and can be vital in planning interventions and tracking progress. This article outlines the SB Guideline for the Neuropsychological Care of People with Spina Bifida from the 2018 Spina Bifida Association's Fourth Edition of the Guidelines for the Care of People with Spina Bifida and acknowledges that further research in SB neurocognitive profiles is warranted.
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Affiliation(s)
- Jennifer T. Queally
- Department of Psychiatry, Children’s Hospital Boston, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Marcia A. Barnes
- Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN, USA
| | - Heidi Castillo
- The Meyer Center for Developmental Pediatrics, Texas Children’s Hospital, Houston, TX, USA
- Baylor College of Medicine, Houston, TX, USA
| | - Jonathan Castillo
- The Meyer Center for Developmental Pediatrics, Texas Children’s Hospital, Houston, TX, USA
- Baylor College of Medicine, Houston, TX, USA
| | - Jack M. Fletcher
- Department of Psychology, University of Houston, Houston, TX, USA
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Georges C, Cornu V, Schiltz C. The importance of visuospatial abilities for verbal number skills in preschool: Adding spatial language to the equation. J Exp Child Psychol 2020; 201:104971. [PMID: 32916593 DOI: 10.1016/j.jecp.2020.104971] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2019] [Revised: 07/24/2020] [Accepted: 07/29/2020] [Indexed: 10/23/2022]
Abstract
Children's verbal number skills set the foundation for mathematical development. Therefore, it is central to understand their cognitive origins. Evidence suggests that preschool children rely on visuospatial abilities when solving counting and number naming tasks despite their predominantly verbal nature. We aimed to replicate these findings when controlling for verbal abilities and sociodemographic factors. Moreover, we further characterized the relation between visuospatial abilities and verbal number skills by examining the role of spatial language. Because spatial language encompasses the verbalization of spatial thinking, it is a key candidate supporting the interplay between visuospatial and verbal processes. Regression analysis indicated that both visuospatial and verbal abilities, as assessed by spatial perception and phonological awareness, respectively, uniquely predicted verbal number skills when controlling for their respective influences, age, gender, and socioeconomic status. This confirms the spatial grounding of verbal number skills. Interestingly, adding spatial language to the model abolished the predictive effects of visuospatial and verbal abilities, whose influences were completely mediated by spatial language. Verbal number skills thus concurrently depend on specifically those visuospatial and verbal processes jointly indexed through spatial language. The knowledge of spatial terms might promote verbal number skills by advancing the understanding of the spatial relations between numerical magnitudes on the mental number line. Promoting spatial language in preschool thus might be a successful avenue for stimulating mathematical development prior to formal schooling. Moreover, measures of spatial language could become an additional promising tool to screen preschool children for potential upcoming difficulties with mathematical learning.
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Affiliation(s)
- Carrie Georges
- Institute of Cognitive Science and Assessment, Department of Behavioral and Cognitive Sciences, Faculty of Humanities, Education and Social Sciences, University of Luxembourg, L-4366 Esch-sur-Alzette, Luxembourg.
| | - Véronique Cornu
- Centre pour le développement des apprentissages Grande-Duchesse Maria Teresa (CDA), Ministère de l'Éducation nationale, L-1445 Strassen, Luxembourg
| | - Christine Schiltz
- Institute of Cognitive Science and Assessment, Department of Behavioral and Cognitive Sciences, Faculty of Humanities, Education and Social Sciences, University of Luxembourg, L-4366 Esch-sur-Alzette, Luxembourg
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Barrocas R, Roesch S, Gawrilow C, Moeller K. Putting a Finger on Numerical Development - Reviewing the Contributions of Kindergarten Finger Gnosis and Fine Motor Skills to Numerical Abilities. Front Psychol 2020; 11:1012. [PMID: 32528379 PMCID: PMC7264267 DOI: 10.3389/fpsyg.2020.01012] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2019] [Accepted: 04/22/2020] [Indexed: 01/29/2023] Open
Abstract
The well-documented association between fingers and numbers is not only based on the observation that most children use their fingers for counting and initial calculation, but also on extensive behavioral and neuro-functional evidence. In this article, we critically review developmental studies evaluating the association between finger sensorimotor skills (i.e., finger gnosis and fine motor skills) and numerical abilities. In sum, reviewed studies were found to provide evidential value and indicated that both finger gnosis and fine motor skills predict measures of counting, number system knowledge, number magnitude processing, and calculation ability. Therefore, specific and unique contributions of both finger gnosis and fine motor skills to the development of numerical skills seem to be substantiated. Through critical consideration of the reviewed evidence, we suggest that the association of finger gnosis and fine motor skills with numerical abilities may emerge from a combination of functional and redeployment mechanisms, in which the early use of finger-based numerical strategies during childhood might be the developmental process by which number representations become intertwined with the finger sensorimotor system, which carries an innate predisposition for said association to unfold. Further research is nonetheless necessary to clarify the causal mechanisms underlying this association.
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Affiliation(s)
| | | | - Caterina Gawrilow
- Department of Psychology, LEAD Graduate School & Research Network, Eberhard Karls University Tuebingen, Tuebingen, Germany
| | - Korbinian Moeller
- Leibniz-Institut fuer Wissensmedien, Tuebingen, Germany
- Department of Psychology, LEAD Graduate School & Research Network, Eberhard Karls University Tuebingen, Tuebingen, Germany
- Centre for Mathematical Cognition, Loughborough University, Loughborough, United Kingdom
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Guarnera M, Pellerone M, Commodari E, Valenti GD, Buccheri SL. Mental Images and School Learning: A Longitudinal Study on Children. Front Psychol 2019; 10:2034. [PMID: 31620040 PMCID: PMC6760037 DOI: 10.3389/fpsyg.2019.02034] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2019] [Accepted: 08/20/2019] [Indexed: 01/29/2023] Open
Abstract
Recent literature have underlined the connections between children's reading skills and capacity to create and use mental representations or mental images; furthermore data highlighted the involvement of visuospatial abilities both during math learning and during subsequent developmental phases in performing math tasks. The present research adopted a longitudinal design to assess whether the processes of mental imagery in preschoolers (ages 4-5 years) are predictive of mathematics skills, writing and reading, in the early years of primary school (ages 6-7 years). The research lasted for two school years; in the first phase, the general group of participants consisted of 100 children, and although all participants agreed to be part of the research, in the second phase, there was a mortality rate of 30%. In order to measure school learning and mental imagery processes four batteries of tests were used. The mental imagery battery evaluated mental generation, inspection and transformation processes. Data underlined that the different aspects in which mental imagery processes are articulated are differently implied in some skills that constitute school learning. These findings emphasize the potential usefulness of a screening for mental imagery ability for schoolchildren to adopt effective measures to increase their mental imagery abilities.
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Affiliation(s)
- Maria Guarnera
- Faculty of Human and Social Sciences, Kore University of Enna, Enna, Italy
| | - Monica Pellerone
- Faculty of Human and Social Sciences, Kore University of Enna, Enna, Italy
| | - Elena Commodari
- Department of Educational Sciences, University of Catania, Catania, Italy
| | - Giusy D. Valenti
- Faculty of Human and Social Sciences, Kore University of Enna, Enna, Italy
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Role of Neurocognitive Factors in Academic Fluency for Children and Adults With Spina Bifida Myelomeningocele. J Int Neuropsychol Soc 2019; 25:249-265. [PMID: 30864535 DOI: 10.1017/s1355617718001200] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
OBJECTIVES Fluency is a major problem for individuals with neurodevelopmental disorders, including fluency deficits for academic skills. The aim of this study was to determine neurocognitive predictors of academic fluency within and across domains of reading, writing, and math, in children and adults, with and without spina bifida. In addition to group differences, we expected some neurocognitive predictors (reaction time, inattention) to have similar effects for each academic fluency outcome, and others (dexterity, vocabulary, nonverbal reasoning) to have differential effects across outcomes. METHODS Neurocognitive predictors were reaction time, inattention, dexterity, vocabulary, and nonverbal reasoning; other factors included group (individuals with spina bifida, n=180; and without, n=81), age, and demographic and untimed academic content skill covariates. Univariate and multivariate regressions evaluated hypotheses. RESULTS Univariate regressions were significant and robust (R 2 =.78, .70, .73, for reading, writing, and math fluency, respectively), with consistent effects of covariates, age, reaction time, and vocabulary; group and group moderation showed small effect sizes (<2%). Multivariate contrasts showed differential prediction across academic fluency outcomes for reaction time and vocabulary. CONCLUSIONS The novelty of the present work is determining neurocognitive predictors for an important outcome (academic fluency), within and across fluency domains, across population (spina bifida versus typical), over a large developmental span, in the context of well-known covariates. Results offer insight into similarities and differences regarding prediction of different domains of academic fluency, with implications for addressing academic weakness in spina bifida, and for evaluating similar questions in other neurodevelopmental disorders. (JINS, 2019, 25, 249-265).
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Mano H, Takikawa K, Haga N. Intellectual characteristics using WISC-IV in children with myelomeningocele. COGENT MEDICINE 2018. [DOI: 10.1080/2331205x.2018.1551827] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Affiliation(s)
- Hiroshi Mano
- Department of Rehabilitation Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo 113-8655, Japan
| | - Kazuharu Takikawa
- Department of Pediatric Orthopedics, Shizuoka Children’s Hospital, 860 Urushiyama, Shizuoka 420-8860, Japan
| | - Nobuhiko Haga
- Department of Rehabilitation Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo 113-8655, Japan
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11
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Asakawa A, Murakami T, Sugimura S. Effect of fine motor skills training on arithmetical ability in children. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2017. [DOI: 10.1080/17405629.2017.1385454] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Atsushi Asakawa
- Faculty of Teacher Education, Kanazawa University, Kanazawa, Japan
| | - Taro Murakami
- Faculty of Humanities, Kyushu Women’s University, Kitakyushu, Japan
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Raghubar KP, Barnes MA. Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention. Clin Neuropsychol 2016; 31:329-351. [PMID: 27875931 DOI: 10.1080/13854046.2016.1259387] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
OBJECTIVES The goals are to (1) provide a review of the typical and atypical development of early numeracy; (2) present what is known about the neurocognitive underpinnings of early numeracy; and (3) discuss the implications for early assessment and intervention. METHOD Studies on the development of typical and atypical early numeracy are reviewed with a particular focus on longitudinal findings including those from our work on spina bifida myelomeningocele. Implications of this research for assessment are presented. The paper ends with a discussion of early math interventions. RESULTS Learning to count, identify numbers, and compare and manipulate quantities are key early numeracy skills. These are powerful predictors of school-age mathematical learning and performance. General neurocognitive abilities such as working memory and language, are also important for the development of early numeracy. It is recommended that early assessment for risk of mathematical learning difficulties include tests of both early number knowledge and key neurocognitive abilities. Math-specific interventions are most effective for improving early numeracy. There is currently little evidence that training of general cognitive functions transfers to mathematical learning. CONCLUSION Understanding the development of early numeracy skills and their neurocognitive predictors offer important insights into early assessment and intervention for children at risk for or with mathematical learning difficulties.
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Affiliation(s)
- Kimberly P Raghubar
- a Department of Pediatrics, Baylor College of Medicine and Psychology Service , Texas Children's Hospital , Houston , TX , USA
| | - Marcia A Barnes
- b Department of Special Education, and the Meadows Center for Preventing Educational Risk , The University of Texas at Austin , Austin , TX , USA
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Wong WI. The space-math link in preschool boys and girls: Importance of mental transformation, targeting accuracy, and spatial anxiety. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2016; 35:249-266. [PMID: 27761929 DOI: 10.1111/bjdp.12161] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2016] [Revised: 09/20/2016] [Indexed: 11/30/2022]
Abstract
Spatial abilities are pertinent to mathematical competence, but evidence of the space-math link has largely been confined to older samples and intrinsic spatial abilities (e.g., mental transformation). The roles of gender and affective factors are also unclear. This study examined the correlations between counting ability, mental transformation, and targeting accuracy in 182 Hong Kong preschoolers, and whether these relationships were weaker at higher spatial anxiety levels. Both spatial abilities related with counting similarly for boys and girls. Targeting accuracy also mediated the male advantage in counting. Interestingly, spatial anxiety moderated the space-math links, but differently for boys and girls. For boys, spatial abilities were irrelevant to counting at high anxiety levels; for girls, the role of anxiety on the space-math link is less clear. Results extend the evidence base of the space-math link to include an extrinsic spatial ability (targeting accuracy) and have implications for intervention programmes. Statement of contribution What is already known on this subject? Much evidence of a space-math link in adolescent and adult samples and for intrinsic spatial abilities. What does this study add? Extended the space-math link to include both intrinsic and extrinsic spatial abilities in a preschool sample. Showed how spatial anxiety moderated the space-math link differently for boys and girls.
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Affiliation(s)
- Wang I Wong
- Department of Psychology, University of Hong Kong, Hong Kong
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14
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Balsamo LM, Sint KJ, Neglia JP, Brouwers P, Kadan-Lottick NS. The Association Between Motor Skills and Academic Achievement Among Pediatric Survivors of Acute Lymphoblastic Leukemia. J Pediatr Psychol 2016; 41:319-28. [PMID: 26514641 PMCID: PMC4852216 DOI: 10.1093/jpepsy/jsv103] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2015] [Revised: 10/06/2015] [Accepted: 10/07/2015] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVE Assess the association between fine motor (FM) and visual-motor integration (VMI) skills and academic achievement in pediatric acute lymphoblastic leukemia (ALL) survivors. METHODS In this 28-site cross-sectional study of 256 children in first remission, a mean of 8.9 ± 2.2 years after treatment for standard-risk precursor-B ALL, validated measures of FM, VMI, reading, math, and intelligence were administered at mean follow-up age of 12.8 ± 2.5 years. RESULTS VMI was significantly associated with written math calculation ability (p < .0069) after adjusting for intelligence (p < .0001). VMI was more strongly associated with math in those with lower intelligence (p = .0141). Word decoding was also significantly associated with VMI but with no effect modification by intelligence. FM skills were not associated with either reading or math achievement. CONCLUSION These findings suggest that VMI is associated with aspects of math and reading achievement in leukemia survivors. These skills may be amenable to intervention.
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Affiliation(s)
- Lyn M Balsamo
- Section of Pediatric Hematology/Oncology, Yale University School of Medicine
| | | | | | - Pim Brouwers
- National Institute of Mental Health, National Institutes of Health, Bethesda, MD, USA
| | - Nina S Kadan-Lottick
- Section of Pediatric Hematology/Oncology, Yale University School of Medicine Yale Comprehensive Cancer Center, New Haven, CT, USA
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Raghubar KP, Barnes MA, Dennis M, Cirino PT, Taylor H, Landry S. Neurocognitive predictors of mathematical processing in school-aged children with spina bifida and their typically developing peers: Attention, working memory, and fine motor skills. Neuropsychology 2015; 29:861-73. [PMID: 26011113 PMCID: PMC4641019 DOI: 10.1037/neu0000196] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
OBJECTIVE Math and attention are related in neurobiological and behavioral models of mathematical cognition. This study employed model-driven assessments of attention and math in children with spina bifida myelomeningocele (SBM), who have known math difficulties and specific attentional deficits, to more directly examine putative relations between attention and mathematical processing. The relation of other domain general abilities and math was also investigated. METHOD Participants were 9.5-year-old children with SBM (n = 44) and typically developing children (n = 50). Participants were administered experimental exact and approximate arithmetic tasks, and standardized measures of math fluency and calculation. Cognitive measures included the Attention Network Test (ANT), and standardized measures of fine motor skills, verbal working memory (WM), and visual-spatial WM. RESULTS Children with SBM performed similarly to peers on exact arithmetic, but more poorly on approximate and standardized arithmetic measures. On the ANT, children with SBM differed from controls on orienting attention, but not on alerting and executive attention. Multiple mediation models showed that fine motor skills and verbal WM mediated the relation of group to approximate arithmetic; fine motor skills and visual-spatial WM mediated the relation of group to math fluency; and verbal and visual-spatial WM mediated the relation of group to math calculation. Attention was not a significant mediator of the effects of group for any aspect of math in this study. CONCLUSION Results are discussed with reference to models of attention, WM, and mathematical cognition.
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Affiliation(s)
| | | | - Maureen Dennis
- The Hospital for Sick Children and The University of Toronto, Ontario
| | - Paul T. Cirino
- Department of Psychology, University of Houston, Houston, Texas
| | | | - Susan Landry
- Department of Pediatrics, University of Texas Health Science Center-Houston, Houston, Texas
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Lemons CJ, Powell SR, King SA, Davidson KA. Mathematics interventions for children and adolescents with Down syndrome: a research synthesis. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2015; 59:767-783. [PMID: 25712675 DOI: 10.1111/jir.12188] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/17/2014] [Indexed: 06/04/2023]
Abstract
BACKGROUND Many children and adolescents with Down syndrome fail to achieve proficiency in mathematics. Researchers have suggested that tailoring interventions based on the behavioural phenotype may enhance efficacy. METHOD The research questions that guided this review were (1) what types of mathematics interventions have been empirically evaluated with children and adolescents with Down syndrome?; (2) do the studies demonstrate sufficient methodological rigor?; (3) is there evidence of efficacy for the evaluated mathematics interventions?; and (4) to what extent have researchers considered aspects of the behavioural phenotype in selecting, designing and/or implementing mathematics interventions for children and adolescents with Down syndrome? Nine studies published between 1989 and 2012 were identified for inclusion. RESULTS Interventions predominantly focused on early mathematics skills and reported positive outcomes. However, no study met criteria for methodological rigor. Further, no authors explicitly considered the behavioural phenotype. CONCLUSIONS Additional research using rigorous experimental designs is needed to evaluate the efficacy of mathematics interventions for children and adolescents with Down syndrome. Suggestions for considering the behavioural phenotype in future research are provided.
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Affiliation(s)
- C J Lemons
- Department of Special Education, Peabody College of Vanderbilt University, Nashville, Tennessee, USA
| | - S R Powell
- Department of Special Education, The University of Texas at Austin, Austin, Texas, USA
| | - S A King
- Department of Curriculum and Instruction, Tennessee Tech University, Cookeville, Tennessee, USA
| | - K A Davidson
- Department of Special Education, Peabody College of Vanderbilt University, Nashville, Tennessee, USA
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Zhang X, Lin D. Pathways to arithmetic: The role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2015. [DOI: 10.1016/j.cedpsych.2015.01.005] [Citation(s) in RCA: 55] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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18
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Friso-van den Bos I, Kroesbergen EH, van Luit JE. Number sense in kindergarten children: Factor structure and working memory predictors. LEARNING AND INDIVIDUAL DIFFERENCES 2014. [DOI: 10.1016/j.lindif.2014.05.003] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
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Asakawa A, Sugimura S. Developmental trajectory in the relationship between calculation skill and finger dexterity: A longitudinal study. JAPANESE PSYCHOLOGICAL RESEARCH 2014. [DOI: 10.1111/jpr.12041] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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20
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Barnes MA, Raghubar KP, English L, Williams JM, Taylor H, Landry S. Longitudinal mediators of achievement in mathematics and reading in typical and atypical development. J Exp Child Psychol 2013; 119:1-16. [PMID: 24269579 DOI: 10.1016/j.jecp.2013.09.006] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2013] [Revised: 09/13/2013] [Accepted: 09/17/2013] [Indexed: 11/24/2022]
Abstract
Longitudinal studies of neurodevelopmental disorders that are diagnosed at or before birth and are associated with specific learning difficulties at school-age provide one method for investigating developmental precursors of later-emerging academic disabilities. Spina bifida myelomeningocele (SBM) is a neurodevelopmental disorder associated with particular problems in mathematics, in contrast to well-developed word reading. Children with SBM (n=30) and typically developing children (n=35) were used to determine whether cognitive abilities measured at 36 and 60 months of age mediated the effect of group on mathematical and reading achievement outcomes at 8.5 and 9.5 years of age. A series of multiple mediator models showed that: visual-spatial working memory at 36 months and phonological awareness at 60 months partially mediated the effect of group on math calculations, phonological awareness partially mediated the effect of group on small addition and subtraction problems on a test of math fluency, and visual-spatial working memory mediated the effect of group on a test of math problem solving. Groups did not differ on word reading, and phonological awareness was the only mediator for reading fluency and reading comprehension. The findings are discussed with reference to theories of mathematical development and disability and with respect to both common and differing cognitive correlates of math and reading.
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Affiliation(s)
- Marcia A Barnes
- Department of Pediatrics, University of Texas Health Science Center at Houston, Houston, TX 77030, USA; Department of Special Education, University of Texas at Austin, Austin, TX 78712, USA.
| | | | - Lianne English
- Department of Psychology, University of Guelph, Guelph, Ontario N1G 2W1, Canada
| | - Jeffrey M Williams
- Department of Pediatrics, University of Texas Health Science Center at Houston, Houston, TX 77030, USA
| | - Heather Taylor
- Department of Pediatrics, University of Texas Health Science Center at Houston, Houston, TX 77030, USA; TIRR Memorial Hermann, Houston, TX 77030, USA
| | - Susan Landry
- Department of Pediatrics, University of Texas Health Science Center at Houston, Houston, TX 77030, USA
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Zhang X, Koponen T, Räsänen P, Aunola K, Lerkkanen MK, Nurmi JE. Linguistic and Spatial Skills Predict Early Arithmetic Development via Counting Sequence Knowledge. Child Dev 2013; 85:1091-1107. [DOI: 10.1111/cdev.12173] [Citation(s) in RCA: 118] [Impact Index Per Article: 10.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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