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Calculation abilities in young children with different patterns of cognitive functioning

N C Jordan1, S C Levine, J Huttenlocher

  • 1Graduate School of Education, Rutgers University, New Brunswick, NJ 08903.

Journal of Learning Disabilities
|January 1, 1995
PubMed
Summary
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Children with language or general developmental delays struggle with story-based math problems. Their performance on other math tasks, like number facts, is often due to compensatory finger use.

Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Educational Psychology

Background:

  • Arithmetic calculation is crucial for academic success.
  • Cognitive abilities, including language and spatial skills, underpin mathematical development.
  • Understanding how different cognitive profiles affect math performance is essential for targeted interventions.

Purpose of the Study:

  • To investigate the arithmetic calculation abilities of young children with varying language and spatial cognitive profiles.
  • To determine how different problem formats (nonverbal, story, number-fact) differentially impact performance based on cognitive functioning.
  • To explore the role of compensatory strategies, such as finger use, in math performance.

Main Methods:

  • A cohort of kindergarten and first-grade children was assessed, categorized into four groups: Low Language, Low Spatial, Delayed, and Nonimpaired.

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  • Children completed addition and subtraction problems presented in nonverbal, story, and number-fact formats.
  • Performance was analyzed across groups and problem types, with adjustments for finger use in number-fact problems.

    • Main Results:

    • The Low Language group showed deficits in story problems compared to Nonimpaired peers.
    • The Delayed group performed worse on nonverbal and story problems.
    • The Low Spatial group did not significantly differ, though overall performance was lower.
    • Adjusting for finger use revealed that Low Language and Delayed groups relied more on this strategy for number-fact problems.

    Conclusions:

    • Problem format significantly influences the detection of arithmetic deficits in children with specific cognitive impairments.
    • Story problems are particularly sensitive to language deficits, while nonverbal problems may reveal general delays.
    • Finger use is a notable compensatory strategy for children with language or general delays when solving number-fact problems.