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Related Experiment Video

Updated: Nov 11, 2025

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

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Published on: December 14, 2012

Multifaceted assessment of children's inversion understanding.

Terry Tin-Yau Wong¹, Chloe Oi-Ying Leung¹, Kam-Tai Kwan²

¹Department of Psychology, The University of Hong Kong, Pok Fu Lam, Hong Kong.

Journal of Experimental Child Psychology

|March 23, 2021

Summary

This study explored children's understanding of inversion, finding it has a single factor structure and improves with grade level. Better inversion understanding correlates with higher math achievement in students.

Keywords:

Arithmetic principles Cognitive Development Inversion Latent profile analysis Math achievement Multifaceted assessment

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Last Updated: Nov 11, 2025

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

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Published on: December 14, 2012

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Published on: September 11, 2021

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

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

Published on: August 28, 2021

Area of Science:

Cognitive Development
Mathematics Education
Educational Psychology

Background:

Inversion understanding is crucial for mathematical concepts.
Previous research has not fully explored its structure, development, and link to math skills.
A comprehensive assessment is needed to address these gaps.

Purpose of the Study:

To investigate the factor structure of children's inversion understanding.
To examine the developmental trajectory of inversion understanding.
To determine the relationship between inversion understanding and mathematics achievement.

Main Methods:

A multifaceted assessment evaluated 110 fourth to sixth graders on three inversion understanding measures: example evaluation, explicit recognition, and procedural application.
Participants' mathematics achievement was also assessed.
Latent profile analysis identified distinct groups of children based on their inversion understanding profiles.

Main Results:

A one-factor structure best explains inversion understanding across various arithmetic operations.
Improvements in inversion understanding were observed with increasing grade level.
Seven distinct classes of children emerged, differentiated by their inversion understanding profiles.
Children with stronger inversion understanding demonstrated higher mathematics achievement.

Conclusions:

Inversion understanding is multifaceted and develops across grade levels.
Specific profiles of inversion understanding exist among students.
A significant positive relationship exists between inversion understanding and mathematics achievement.