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Culture-Independent Prerequisites for Early Arithmetic.

Robert A Reeve1, Fiona Reynolds1, Jacob Paul1

  • 11 Melbourne School of Psychological Sciences, The University of Melbourne.

Psychological Science
|June 23, 2018
PubMed
Summary

Cognitive skills like visuospatial working memory are crucial for early arithmetic development, regardless of cultural counting practices. These findings suggest universal cognitive foundations for math learning across diverse societies.

Keywords:
indigenous children who lack number wordsnumerical cognitionpredictors of arithmetic abilityvisuospatial ability

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Cross-cultural Psychology

Background:

  • Early arithmetic development is linked to visuospatial working memory, executive functions, nonverbal intelligence, and magnitude comparison in numerate societies.
  • The extent to which these associations are due to cultural practices versus general cognitive prerequisites remains unclear.

Purpose of the Study:

  • To investigate the role of general cognitive prerequisites in arithmetic development across cultures.
  • To examine if the relationship between cognitive abilities and arithmetic performance differs between children from a nonnumerate cultural background and those from a numerate background.

Main Methods:

  • Administered cognitive tests (Corsi Blocks, Raven's Colored Progressive Matrices, Porteus Maze) to indigenous Australian children with limited counting practices and nonindigenous Australian children.
  • Assessed arithmetic performance using a nonverbal addition task for indigenous children and a single-digit addition task for nonindigenous children.

Main Results:

  • Correlation matrices revealed similar patterns of relationships among cognitive variables in both indigenous and nonindigenous groups.
  • Visuospatial working memory emerged as the primary predictor of addition performance in both cultural groups, as indicated by parallel regression analyses.

Conclusions:

  • The findings support the hypothesis that universal cognitive capacities underpin arithmetic competence.
  • Visuospatial working memory appears to be a critical factor in early math learning, irrespective of cultural numeracy or specific counting practices.