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About why there is a shift from cardinal to ordinal processing in the association with arithmetic between first and
Delphine Sasanguie1,2, Helene Vos1
1Research Unit Brain & Cognition, KU Leuven, Leuven, Belgium.
Developmental Science
|February 9, 2018
Summary
Children's digit comparison skills are linked to math ability. This study found that digit ordering is key for first graders, while digit identification and ordering matter for second graders, impacting arithmetic skills differently by age.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Educational Psychology
Background:
- Digit comparison ability is closely linked to individual differences in children's arithmetic proficiency.
- The precise cognitive mechanisms underlying this relationship, particularly the roles of digit identification, number word matching, and digit ordering, remain incompletely understood.
Purpose of the Study:
- To investigate the relative contributions of digit identification, digit-number word matching, and digit ordering to digit comparison performance in first and second graders.
- To examine how these cognitive components mediate the relationship between digit comparison and overall arithmetic ability.
Main Methods:
- Assessed digit comparison performance in first and second graders.
- Evaluated cognitive mechanisms including digit identification, digit-number word matching, and digit ordering.
- Employed mediation analysis to explore the predictive roles of these mechanisms on arithmetic ability.
Main Results:
- All investigated cognitive predictors were significantly related to digit comparison performance in both age groups.
- Digit ordering uniquely predicted digit comparison in first graders; digit identification and ordering did so in second graders.
- In second graders, digit ordering fully mediated the link between digit comparison and arithmetic. In first graders, digit comparison fully mediated the link between digit ordering and arithmetic.
Conclusions:
- A developmental shift occurs between first and second grade, altering the cognitive underpinnings of arithmetic skills.
- Early arithmetic relies more on cardinal processing and procedural knowledge, transitioning to ordinal processing and retrieval of declarative knowledge.
- Changes in arithmetic strategies likely drive this shift in cognitive predictive value for mathematical ability.
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