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Identifying the cognitive predictors of early counting and calculation skills: Evidence from a longitudinal study.

Soto Calvo, E and Simmons, FR and Willis, C and Adams, A (2015) Identifying the cognitive predictors of early counting and calculation skills: Evidence from a longitudinal study. Journal of Experimental Child Psychology, 140. pp. 16-37. ISSN 1096-0457

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Abstract

The extent that phonological, visual-spatial STM and non-symbolic quantitative skills support the development of counting and calculation skills was examined in this 14-month longitudinal study of 125 children. Initial assessments were made when the children were 4:8. Phonological awareness, visual-spatial STM and non-symbolic approximate discrimination predicted growth in early calculation skills. These results suggest that both the approximate number system and domain-general phonological and visual-spatial skills support early calculation. In contrast, only performance on a small non-symbolic quantity discrimination task (where the presented quantities were always within the subitising range) predicted growth in cardinal counting skills. These results suggest that the development of counting and calculation are supported by different cognitive abilities.

Item Type: Article
Uncontrolled Keywords: 1701 Psychology, 1702 Cognitive Science
Subjects: Q Science > QH Natural history
Divisions: Natural Sciences and Psychology
Publisher: Elsevier
Date Deposited: 19 Nov 2015 10:08
Last Modified: 07 Sep 2017 09:56
DOI or Identification number: 10.1016/j.jecp.2015.06.011
URI: http://researchonline.ljmu.ac.uk/id/eprint/2360

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