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Related Experiment Video

Updated: Jun 6, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Pathways to mathematics: longitudinal predictors of performance.

Jo-Anne LeFevre¹, Lisa Fast, Sheri-Lynn Skwarchuk

¹Institute of Cognitive Science, Carleton University, Ottawa, ON, Canada. jo-anne_lefevre@carleton.ca

Child Development

|November 17, 2010

Summary

This study reveals that quantitative, linguistic, and spatial attention skills independently predict early numeracy. These foundational cognitive skills also differentially impact later mathematical outcomes in children.

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Last Updated: Jun 6, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

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Published on: August 28, 2021

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

Published on: September 17, 2019

Area of Science:

Developmental Psychology
Cognitive Neuroscience
Educational Psychology

Background:

Understanding the cognitive underpinnings of mathematical ability is crucial for early identification and intervention.
Existing research highlights various precursor skills, but a unified model integrating these pathways is lacking.
This study addresses the need for a comprehensive model linking cognitive precursors to mathematical development.

Purpose of the Study:

To test a model of the relationships among cognitive precursors, early numeracy, and later mathematical outcomes.
To investigate the independent contributions of quantitative, linguistic, and spatial attention pathways to numeracy.
To examine how these precursor pathways differentially predict mathematical performance over time.

Main Methods:

A longitudinal study involving 182 children aged 4.5 to 7.5 years.
Development and testing of a model integrating neuroimaging, clinical, and developmental research findings.
Assessment of quantitative, linguistic, and spatial attention skills as cognitive precursors.

Main Results:

Three precursor pathways—quantitative, linguistic, and spatial attention—independently contributed to early numeracy skills.
These pathways showed differential relationships with various mathematical outcomes assessed two years later.
The proposed model successfully accounted for a significant portion of the variance in mathematical performance.

Conclusions:

Early numeracy is influenced by distinct cognitive precursor pathways.
Understanding these fundamental skills is essential for fostering diverse mathematical competencies.
The findings support a multi-faceted approach to supporting mathematical development in children.