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Early number knowledge and cognitive ability affect early arithmetic ability
1Department of Behavioral Sciences and Learning, Linköping University, SE-581 83 Linköping, Sweden. rickard.ostergren@liu.se
Journal of Experimental Child Psychology
|May 14, 2013
Summary
Early number knowledge and verbal working memory significantly impact children's arithmetic skills. Early number knowledge directly boosts math ability, while verbal working memory influences it indirectly, underscoring the need for early math training.
Area of Science:
- Cognitive Development
- Educational Psychology
- Developmental Neuroscience
Background:
- Early number knowledge is crucial for arithmetic calculation ability.
- Verbal working memory, a domain-general cognitive skill, also influences arithmetic proficiency.
Purpose of the Study:
- To longitudinally investigate the impact of early number knowledge and verbal working memory on arithmetic calculation ability in preschool and Grade 1 children.
- To test hypotheses derived from existing literature using structural equation modeling.
Main Methods:
- Longitudinal study with 315 preschool children, assessed again in Grade 1.
- Structural equation modeling was employed to analyze the relationships between variables.
Main Results:
- Both early number knowledge and verbal working memory significantly predict arithmetic ability in preschool and Grade 1.
- Early number knowledge demonstrated a direct positive effect on the growth of arithmetic ability.
- Verbal working memory exerted an indirect effect, mediated by number knowledge and preschool arithmetic ability.
Conclusions:
- Findings align with von Aster and Shalev's developmental model of numerical cognition.
- Arithmetic ability should be considered distinct from early number knowledge.
- Early number knowledge training before school entry is vital for fostering arithmetic development.
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