Reference : The relevance of verbal and visuo-spatial abilities for verbal number skills – what m...
Scientific congresses, symposiums and conference proceedings : Poster
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/10993/31817
The relevance of verbal and visuo-spatial abilities for verbal number skills – what matters in 5 to 6 year olds?
English
Cornu, Véronique mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Schiltz, Christine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Martin, Romain mailto [University of Luxembourg > Rectorate > Academic Affairs >]
Hornung, Caroline mailto []
Sep-2017
No
International
Workshop "Linguistic and cognitive influences on numerical cognition"
08-09-2017 to 09-09-2017
University of Tübingen
Germany
[en] The acquisition of verbal number skills, as defined by the meaningful use of number words, marks a milestone in numerical development. In the present study, we were particularly interested in the question, whether verbal number skills are primarily verbal in nature, or if they call upon visuo-spatial processes, reflecting a spatial grounding of verbal number skills. 141 five- to six-year old children were tested on a range of verbal (i.e. vocabulary, phonological awareness and verbal working memory) and visuo-spatial abilities (i.e. spatial perception, visuo-motor integration and visuo-spatial working memory). We were particularly interested in the predictive role of these abilities for children’s verbal number skills (as measured by different counting and number naming tasks). In a latent regression model, basic visuo-spatial abilities, measured by spatial perception and visuo-motor integration, emerge as the most important predictor of verbal number skills. This gives raise to the assumption, that verbal number skills are, despite their verbal nature, spatially grounded in young children.
http://hdl.handle.net/10993/31817

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