کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
352622 | 618604 | 2015 | 10 صفحه PDF | دانلود رایگان |
• A model linking visual-spatial and language skills to arithmetic competence is proposed.
• Visual-spatial skills predict nonsymbolic and written arithmetic and arithmetic word problems.
• Morphological skills predict word problems.
• Phonological skills predict written arithmetic.
• Visual-orthographic skills predict nonsymbolic and written arithmetic.
This study set out to develop and test a pathway model of the relations between general cognitive skills, specifically visual-spatial and spoken and written language skills, and competence in three forms of arithmetic that vary in modes of number representation. A total of 88 Chinese 4-year-olds participated and were tested first in kindergarten second grade (K2) and then in kindergarten third grade (K3). Language skills, including phonological, morphological, and visual-orthographic skills, and visual-spatial skills were measured at K2, and arithmetic outcomes, including written arithmetic, word problems, and nonsymbolic arithmetic, at K3. The results generally supported our model. Specifically, visual-spatial skills contributed to the prediction of all three types of arithmetic outcomes. Morphological skills predicted word problems, whereas phonological skills predicted written arithmetic. Finally, visual-orthographic skills contributed to both written and nonsymbolic arithmetic. These findings underscore the importance of delineating the specificity of cognitive processes in learning diverse forms of arithmetic.
Journal: Contemporary Educational Psychology - Volume 41, April 2015, Pages 188–197