What Is Specific and What Is Shared Between Numbers and Words?

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Educational Psychology

Background:

• Number transcoding, the ability to convert between verbal and Arabic number representations, correlates with reading and spelling.
• Understanding shared and distinct cognitive mechanisms underlying word and number processing is crucial for educational interventions.

Purpose of the Study:

• To investigate the shared and non-shared cognitive mechanisms involved in reading and writing words and Arabic numerals.
• To examine the role of phonemic awareness, working memory (phonological and visuospatial), and intelligence in these skills.

Main Methods:

• Hierarchical regression models were used with 172 Brazilian school-aged children (grades 2-4).
• Dependent variables included word spelling, single word reading, Arabic numeral reading, and Arabic numeral writing.
• Predictor variables comprised intelligence, phonological working memory, visuospatial working memory, and phonemic awareness.

Main Results:

• All reading and writing tasks (words and numerals) were significantly intercorrelated.
• Phonological working memory specifically predicted word reading performance.
• Phonemic awareness was the sole cognitive variable that systematically predicted all investigated school skills, including both numerical and word tasks.

Conclusions:

• Phonemic awareness appears to be a modular cognitive ability integral to various school tasks.
• This finding suggests phonemic awareness may be a significant factor underlying the comorbidity of dyslexia and dyscalculia.