Preschool Language and Visuospatial Skills Respectively Predict Multiplication and Addition/Subtraction Skills in Middle School Children

Autor/inn/en	Guez, Ava; Piazza, Manuela; Pinheiro-Chagas, Pedro; Peyre, Hugo; Heude, Barbara; Ramus, Franck
Titel	Preschool Language and Visuospatial Skills Respectively Predict Multiplication and Addition/Subtraction Skills in Middle School Children
Quelle	In: Developmental Science, 26 (2023) 3, (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guez, Ava) ORCID (Piazza, Manuela) ORCID (Pinheiro-Chagas, Pedro) ORCID (Peyre, Hugo) ORCID (Heude, Barbara) ORCID (Ramus, Franck)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.13316
Schlagwörter	Language Skills; Spatial Ability; Preschool Children; Prediction; Multiplication; Addition; Subtraction; Mathematics Skills; Middle School Students; Mental Computation + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Räumliches Vorstellungsvermögen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Vorhersage; Multiplikation; Subtraktion; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kopfrechnen
Abstract	A converging body of evidence from neuroimaging, behavioral, and neuropsychology studies suggests that different arithmetic operations rely on distinct neuro-cognitive processes: while addition and subtraction may rely more on visuospatial reasoning, multiplication would depend more on verbal abilities. In this paper, we tested this hypothesis in a longitudinal study measuring language and visuospatial skills in 358 preschoolers, and testing their mental calculation skills at the beginning of middle school. Language skills at 5.5 years significantly predicted multiplication, but not addition nor subtraction scores at 11.5 years. Conversely, early visuospatial skills predicted addition and subtraction, but not multiplication scores. These results provide strong support for the existence of a double dissociation in mental arithmetic operations, and demonstrate the existence of long-lasting links between language/visuospatial skills and specific calculation abilities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01