Cognitive Predictors of Counting Skills

Abstract: Rote counting skills have found to be a strong predictor of later arithmetic and reading fluency. However, knowledge of the underlying cognitive factors influencing counting skill is very limited. Present study examined to what extent language skills (phonology, vocabulary, and morphology), nonverbal reasoning skills, and memory at the age of five could explain counting skill at the beginning of first grade. Gender, parents’ education level and child’s persistence were included as control variables. The question was examined in a longitudinal sample (N = 101) with a structural equation model. Results showed that language skills together with memory, nonverbal reasoning skills and parent’s education explained only 22% of the variance in counting at the beginning of the first grade. Vocabulary, morphology, and verbal short-term memory were found to be interchangeable predictors, each explaining approximately 7%–9%, of counting skill. These findings challenge the interpretation of cou.... https://jnc.psychopen.eu/index.php/jnc/article/view/5815

Angaben zum Objekt

• Standort: Deutsche Nationalbibliothek Frankfurt am Main
• Umfang: Online-Ressource
• Sprache: Englisch

Verweise und Beziehungen

• Erschienen in: Cognitive Predictors of Counting Skills ; volume:4 ; number:2 ; day:07 ; month:09 ; year:2018 ; Journal of numerical cognition ; 4, Heft 2 (07.09.2018)

Beteiligte, Orts- und Zeitangaben

• Urheber: Koponen, Tuire ; Eklund, Kenneth ; Salmi, Paula

Weitere Informationen

• DOI: 10.5964/jnc.v4i2.116
• URN: urn:nbn:de:101:1-2021032004155039404504
• Rechteinformation: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Letzte Aktualisierung: 23.09.2029, 07:38 MESZ