Reference : Visuo-spatial abilities are key for young children’s verbal number skills
Scientific journals : Article
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/10993/32530
Visuo-spatial abilities are key for young children’s verbal number skills
English
[en] Visuo-spatial abilities are key for young children’s verbal number skills
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 [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
2018
Journal of Experimental Child Psychology
Academic Press
166C
604-620
Yes (verified by ORBilu)
0022-0965
1096-0457
New York
NY
[en] visuo-spatial abilities ; spatial skills ; numerical cognition ; mathematical development ; counting abilities ; early education
[en] Children’s development of verbal number skills (i.e, counting abilities and knowledge of the number names) presents a milestone in mathematical development. Different factors such as visuo-spatial and verbal abilities have been discussed to contribute to the development of these foundational skills. To understand the cognitive nature of verbal number skills in young children, the present study assessed the relation of preschoolers’ verbal and visuo-spatial abilities to their verbal number skills. In total, 141 children aged between five and six years participated in the present study. Verbal number skills were regressed on vocabulary, phonological awareness and visuo-spatial abilities, as well as verbal and visuo-spatial working memory in a structural equation model. Only visuo-spatial abilities emerged as a significant predictor of verbal number skills in the estimated model. Our results suggest that visuo-spatial abilities contribute to a larger extent to children’s verbal number skills than verbal abilities. From a theoretical point of view, these results suggest a visuo-spatial, rather than a verbal, grounding of verbal number skills. These results are potentially informative for the conception of early mathematics assessments and interventions.
http://hdl.handle.net/10993/32530

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