Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

522
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
522
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

886
During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
886
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

676
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
676

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Meta-Analysis of Neural Correlates in Chinese Reading and Math Across Cognitive Processing Levels: A Cross-Domain Network Interaction Perspective.

NeuroImage·2026
Same author

Regional immunity in the respiratory tract: challenges and opportunities.

Science bulletin·2026
Same author

Differential predictors of complex fraction approximation and exact calculation in young adults.

BMC psychology·2026
Same author

Atypical Theta and Low Gamma Band Auditory Sampling in Chinese Children With Developmental Dyslexia: An ASSR Study.

Developmental science·2026
Same author

A novel CDs@AuNCs-based ratio fluorescence probe for sensitive and visual Fe<sup>2+</sup> detection.

Analytical and bioanalytical chemistry·2026
Same author

Distinct individual difference patterns in reading and non-verbal reasoning networks of children.

Brain and language·2026

Related Experiment Video

Updated: Dec 24, 2025

Interaction between Phonological and Semantic Processes in Visual Word Recognition using Electrophysiology
05:38

Interaction between Phonological and Semantic Processes in Visual Word Recognition using Electrophysiology

Published on: June 29, 2021

2.7K

Visual Processing Matters in Chinese Reading Acquisition and Early Mathematics.

Xiujie Yang1, Xiangzhi Meng2,3

  • 1Faculty of Psychology, Beijing Normal University, Beijing, China.

Frontiers in Psychology
|April 17, 2020
PubMed
Summary

Visual processing skills in kindergarten uniquely predict later character reading and early math abilities in Chinese children. These findings highlight visual processing as a key cognitive factor for academic success.

Keywords:
Chinese readingkindergarten childrenlongitudinal studymathematics performancevisual processing

More Related Videos

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
06:15

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Published on: October 3, 2018

8.0K
Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
10:58

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

Published on: August 28, 2021

4.9K

Related Experiment Videos

Last Updated: Dec 24, 2025

Interaction between Phonological and Semantic Processes in Visual Word Recognition using Electrophysiology
05:38

Interaction between Phonological and Semantic Processes in Visual Word Recognition using Electrophysiology

Published on: June 29, 2021

2.7K
Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
06:15

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Published on: October 3, 2018

8.0K
Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
10:58

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

Published on: August 28, 2021

4.9K

Area of Science:

  • Cognitive Development
  • Educational Psychology

Background:

  • Early academic skills like character reading and mathematics are crucial for later learning.
  • Understanding the cognitive precursors to these skills is essential for targeted educational interventions.

Purpose of the Study:

  • To investigate the unique contribution of visual processing to character reading and early mathematics.
  • To examine if visual processing predicts academic performance in Chinese children from kindergarten to first grade.

Main Methods:

  • Longitudinal study tracking 82 Chinese kindergarteners for 14 months into first grade.
  • Assessed nonverbal intelligence, inhibitory control, sustained attention, character reading, and mathematics at kindergarten.
  • Re-assessed character reading and mathematics in first grade.

Main Results:

  • Visual processing in kindergarten significantly predicted first-grade character reading, even after controlling for prior reading skills and other cognitive factors.
  • Visual processing also uniquely explained variance in first-grade early mathematics, controlling for prior math performance and covariates.
  • These results indicate a domain-general role for visual processing.

Conclusions:

  • Visual processing is a significant domain-general precursor for both character reading and early mathematics.
  • Visual processing is an important cognitive factor influencing academic learning in early childhood.
  • Findings support the integration of visual processing development in early education strategies.