Knowing, applying, and reasoning about arithmetic: Roles of domain-general and numerical skills in multiple domains of arithmetic learning

Developmental Psychology
Xiao ZhangJari-Erik Nurmi

Abstract

The longitudinal relations of domain-general and numerical skills at ages 6-7 years to 3 cognitive domains of arithmetic learning, namely knowing (written computation), applying (arithmetic word problems), and reasoning (arithmetic reasoning) at age 11, were examined for a representative sample of 378 Finnish children. The results showed that domain-general skills, including spatial visualization, language, rapid automatized naming, and working memory, contributed independently to arithmetic learning. These relations were mostly mediated via basic number competence (i.e., counting sequence and number system knowledge), although spatial visualization remained predictive of arithmetic outcomes. The findings underscore a similar developmental course of arithmetic learning across different cognitive domains where domain-general skills build a launchpad for advanced arithmetic via enhancing basic number competence. (PsycINFO Database Record

Citations

Jan 8, 2019·New Directions for Child and Adolescent Development·Xiao ZhangMeifang Wang
Aug 23, 2020·International Journal of Environmental Research and Public Health·Ana BarbosaJoão Breda
Nov 23, 2019·The International Journal of Behavioral Nutrition and Physical Activity·S SneckT Tammelin
Apr 17, 2020·Frontiers in Psychology·Xiujie Yang, Xiangzhi Meng
Aug 6, 2021·Journal of Experimental Child Psychology·Xiangzi OuyangQiusi Zhang
Sep 15, 2021·Scandinavian Journal of Medicine & Science in Sports·Heidi J SyväojaTuija H Tammelin

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