Reference : Predicting first-grade mathematics achievement: the contributions of domain-general c...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Neurosciences & behavior
	To cite this reference:	http://hdl.handle.net/10993/16913

Title :	Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence
Language :	English
Author, co-author :	Hornung, Caroline [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) > Institute of Cognitive Science and Assessment (COSA)]
	Schiltz, Christine [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Brunner, Martin [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Martin, Romain [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Publication date :	1-Apr-2014
Journal title :	Frontiers in Psychology
Publisher :	Switzerland Frontiers Research Foundation
Volume :	5
Pages :	1-17
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
e-ISSN :	1664-1078
City :	Pully
Country :	Switzerland
Keywords :	[en] longitudinal study ; early number competence ; working memory ; nonverbal number sense ; first-grade mathematics ; kindergarten ; structural equation modeling ; mediation analyses
Abstract :	[en] Early number competence, grounded in number-specific and domain-general abilities, is supposed to lay the foundation for later math achievement. Few longitudinal studies tested a comprehensive model for early math development. Using structural equation modeling and mediation analyses, we studied the influence of kindergarteners’ basic cognitive abilities (i.e., nonverbal number sense, working memory, fluid intelligence, and receptive vocabulary) and their early number competence (i.e., symbolic number skills) on first grade math achievement (arithmetic, shape and space, and number line estimation) assessed one year later. Latent regression models revealed that nonverbal number sense and working memory are central building blocks for developing early number competence in kindergarten and that early number competence is key for first grade math achievement. Fluid intelligence significantly predicted arithmetic and number line estimation while receptive vocabulary significantly predicted shape and space after controlling for early number competence. In sum we suggest that early math achievement draws on different constellations of number-specific and domain-general mechanisms.
Permalink :	http://hdl.handle.net/10993/16913

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