Reference : The relevance of verbal and visuo-spatial abilities for verbal number skills – what m...

	Document type :	Scientific congresses, symposiums and conference proceedings : Poster
	Discipline(s) :	Social & behavioral sciences, psychology : Theoretical & cognitive psychology
	To cite this reference:	http://hdl.handle.net/10993/31817

Title :	The relevance of verbal and visuo-spatial abilities for verbal number skills – what matters in 5 to 6 year olds?
Language :	English
Author, co-author :	Cornu, Véronique [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Schiltz, Christine [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Martin, Romain [University of Luxembourg > Rectorate > Academic Affairs >]
	Hornung, Caroline [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
Publication date :	Sep-2017
Peer reviewed :	No
Audience :	International
Event name :	Workshop "Linguistic and cognitive influences on numerical cognition"
Event date :	08-09-2017 to 09-09-2017
Event place (city) :	University of Tübingen
Event country :	Germany
Abstract :	[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.
Permalink :	http://hdl.handle.net/10993/31817

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