[en] Recent evidence suggests that spatial language in preschool positively affects the development of verbal number skills, as indexed by aggregated performances on counting and number naming tasks. We firstly aimed to specify whether spatial language (the knowledge of locative prepositions) significantly relates to both of these measures. In addition, we assessed whether the predictive value of spatial language extends beyond verbal number skills to numerical subdomains without explicit verbal component, such as number writing, symbolic magnitude classifications, ordinal judgments and numerosity comparisons. To determine the unique contributions of spatial language to these numerical skills, we controlled in our regression analyses for intrinsic and extrinsic spatial abilities, phonological awareness as well as age, socioeconomic status and home language. With respect to verbal number skills, it appeared that spatial language uniquely predicted forward and backward counting but not number naming, which was significantly affected only by phonological awareness. Regarding numerical tasks that do not contain explicit verbal components, spatial language did not relate to number writing or numerosity comparisons. Conversely, it explained unique variance in symbolic magnitude classifications and was the only predictor of ordinal judgments. These findings thus highlight the importance of spatial language for early numerical development beyond verbal number skills and suggest that the knowledge of spatial terms is especially relevant for processing cardinal and ordinal relations between symbolic numbers. Promoting spatial language in preschool might thus be an interesting avenue for fostering the acquisition of these symbolic numerical skills prior to formal schooling.
Cornu, Véronique; Centre pour le Développement des Apprentissages Grande-Duchesse Maria Teresa, Ministère de l'Éducation Nationale, de l'Enfance et de la Jeunesse, Strassen, Luxembourg
SCHILTZ, Christine ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) > Cognitive Science and Assessment
Co-auteurs externes :
no
Langue du document :
Anglais
Titre :
The importance of spatial language for early numerical development in preschool: Going beyond verbal number skills.
Aunola K, Leskinen E, Lerkkanen MK, Nurmi JE. Developmental dynamics of math performance from preschool to grade 2. J Educ Psychol. 2004 Dec; 96(4):699-713.
Jordan NC, Kaplan D, Locuniak MN, Ramineni C. Predicting First-Grade Math Achievement from Developmental Number Sense Trajectories. Learn Disabil Res Pract. 2007; 22(1):36-46.
Duncan GJ, Dowsett CJ, Claessens A, Magnuson K, Huston AC, Klebanov P, et al. School Readiness and Later Achievement. Dev Psychol. 2007 Nov; 43(6):1428-46. https://doi.org/10.1037/0012-1649. 43.6.1428 PMID: 18020822
Dehaene S. Varieties of numerical abilities. Cognition. 1992 Jan 1; 44(1-2):1-42. https://doi.org/10. 1016/0010-0277(92)90049-n PMID: 1511583
Lyons IM, Vogel SE, Ansari D. On the ordinality of numbers: A review of neural and behavioral studies. Prog Brain Res. 2016 Jan 1; 227:187-221. https://doi.org/10.1016/bs.pbr.2016.04.010 PMID: 27339013
Dehaene S, Cohen L. Towards an anatomical and functional model of number processing. Math Cogn. 1995; 1:83-120.
Dehaene S, Cohen L. Cerebral pathways for calculation: Double dissociation between rote verbal and quantitative knowledge of arithmetic. Cortex. 1997; 33(2):219-50. https://doi.org/10.1016/s0010-9452(08)70002-9 PMID: 9220256
Von Aster MG, Shalev RS. Number development and developmental dyscalculia. Dev Med Child Neurol. 2007 Nov; 49(11):868-73. https://doi.org/10.1111/j.1469-8749.2007.00868.x PMID: 17979867
Feigenson L, Dehaene S, Spelke E. Core systems of number. Trends Cogn Sci. 2004 Jul 1; 8(7):307-14. https://doi.org/10.1016/j.tics.2004.05.002 PMID: 15242690
Piazza M. Neurocognitive start-up tools for symbolic number representations. Trends Cogn Sci. 2010 Dec 1; 14(12):542-51. https://doi.org/10.1016/j.tics.2010.09.008 PMID: 21055996
Reynvoet B, Sasanguie D. The symbol grounding problem revisited: A thorough evaluation of the ans mapping account and the proposal of an alternative account based on symbol-symbol associations. Front Psychol. 2016 Oct 13; 7:1581. https://doi.org/10.3389/fpsyg.2016.01581 PMID: 27790179
Lyons IM, Price GR, Vaessen A, Blomert L, Ansari D. Numerical predictors of arithmetic success in grades 1-6. Dev Sci. 2014 Sep; 17(5):714-26. https://doi.org/10.1111/desc.12152 PMID: 24581004
Jordan NC, Huttenlocher J, Levine SC. Differential Calculation Abilities in Young Children From Middle-and Low-Income Families. Dev Psychol. 1992; 28(4):644-53.
Starkey P, Klein A, Wakeley A. Enhancing young children's mathematical knowledge through a prekindergarten mathematics intervention. Early Child Res Q. 2004 Jan 1; 19(1):99-120.
Andon A, Thompson CG, Becker BJ. A quantitative synthesis of the immigrant achievement gap across OECD countries. Large-Scale Assessments Educ. 2014 Dec 1; 2(1):1-20.
Levels M, Dronkers J. Educational performance of native and immigrant children from various countries of origin. Ethn Racial Stud. 2008; 31(8):1404-25.
Borgonovi F, Ferrara A. Academic achievement and sense of belonging among non-native-speaking immigrant students: The role of linguistic distance. Learn Individ Differ. 2020 Jul 1; 81:101911.
Greisen M, Georges C, Hornung C, Sonnleitner P, Schiltz C. Learning mathematics with shackles: How lower reading comprehension in the language of mathematics instruction accounts for lower mathematics achievement in speakers of different home languages. Acta Psychol (Amst). 2021; 221:103456. https://doi.org/10.1016/j.actpsy.2021.103456 PMID: 34875445
Aunio P, Korhonen J, Ragpot L, Törmänen M, Mononen R, Henning E. Multi-factorial approach to early numeracy-The effects of cognitive skills, language factors and kindergarten attendance on early numeracy performance of South African first graders. Int J Educ Res. 2019 Jan 1; 97:65-76.
Bonifacci P, Tobia V, Bernabini L, Marzocchi GM. Early literacy and numeracy skills in bilingual minority children: Toward a relative independence of linguistic and numerical processing. Front Psychol. 2016 Jul 7; 7:1020. https://doi.org/10.3389/fpsyg.2016.01020 PMID: 27458413
Kleemans T, Segers E, Verhoeven L. Cognitive and linguistic precursors to numeracy in kindergarten: Evidence from first and second language learners. Learning and Individual Differences. 2011 Oct 1; 21(5):555-61.
Kleemans T, Segers E, Verhoeven L. Cognitive and Linguistic Predictors of Basic Arithmetic Skills: Evidence from First-language and Second-language Learners. Int J Disabil Dev Educ. 2014 Jul 3; 61 (3):306-16.
Bernardo ABI, Calleja MO. The effects of stating problems in bilingual students' first and second languages on solving mathematical word problems. J Genet Psychol. 2005; 166(1):117-29. https://doi. org/10.3200/GNTP.166.1.117-129 PMID: 15782681
Isphording IE, Piopiunik M, Rodríguez-Planas N. Speaking in numbers: The effect of reading performance on math performance among immigrants. Econ Lett. 2016 Feb 1; 139:52-6.
Alloway TP, Gathercole SE, Willis C, Adams AM. A structural analysis of working memory and related cognitive skills in young children. J Exp Child Psychol. 2004 Feb 1; 87(2):85-106. https://doi.org/10. 1016/j.jecp.2003.10.002 PMID: 14757066
Yang X, Yan M, Ruan Y, Ku SYY, Lo JCM, Peng P, et al. Relations Among Phonological Processing Skills and Mathematics in Children: A Meta-Analysis. J Educ Psychol. 2022; 114(2):289-307.
Bowey JA. On the association between phonological memory and receptive vocabulary in five-yearolds. J Exp Child Psychol. 1996; 63(1):44-78. https://doi.org/10.1006/jecp.1996.0042 PMID: 8812028
Simmons F, Singleton C, Horne J. Brief report-Phonological awareness and visual-spatial sketchpad functioning predict early arithmetic attainment: Evidence from a longitudinal study. Eur J Cogn Psychol. 2008; 20(4):711-22.
Koponen T, Salmi P, Eklund K, Aro T. Counting and ran: Predictors of arithmetic calculation and reading fluency. J Educ Psychol. 2013; 105(1):162-75.
Krajewski K, Schneider W. Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. J Exp Child Psychol. 2009; 103:516-31. https://doi. org/10.1016/j.jecp.2009.03.009 PMID: 19427646
Georges C, Cornu V, Schiltz C. The importance of visuospatial abilities for verbal number skills in preschool: Adding spatial language to the equation. J Exp Child Psychol. 2021 Jan; 201:104971. https:// doi.org/10.1016/j.jecp.2020.104971 PMID: 32916593
Pixner S, Kraut C, Dresen V. Early Predictors for Basic Numerical and Magnitude Competencies in Preschool Children-Are They the Same or Different regarding Specific Subgroups?. Psychology. 2017; 8:271-86.
Zhang X, Lin D. Cognitive precursors of word reading versus arithmetic competencies in young Chinese children. Early Child Res Q. 2018 Mar 1; 42:55-65.
Soto-Calvo E, Simmons FR, Willis C, Adams AM. Identifying the cognitive predictors of early counting and calculation skills: Evidence from a longitudinal study. J Exp Child Psychol. 2015; 140:16-37. https://doi.org/10.1016/j.jecp.2015.06.011 PMID: 26218332
Lopes-Silva JB, Moura R, Júlio-Costa A, Haase VG, Wood G. Phonemic awareness as a pathway to number transcoding. Frontiers in psychology. 2014 Jan 28; 5:13. https://doi.org/10.3389/fpsyg.2014. 00013 PMID: 24478744
Hawes Z, Ansari D. What explains the relationship between spatial and mathematical skills?. A review of evidence from brain and behavior. Psychonomic bulletin & review. 2020 Jun; 27:465-82. https:// doi.org/10.3758/s13423-019-01694-7 PMID: 31965485
Mix KS, Levine SC, Cheng YL, Young C, Hambrick DZ, Ping R, et al. Separate but correlated: The latent structure of space and mathematics across development. J Exp Psychol Gen. 2016 Sep 1; 145 (9):1206-27. https://doi.org/10.1037/xge0000182 PMID: 27560854
Young CJ, Levine SC, Mix KS. The connection between spatial and mathematical ability across development. Frontiers in psychology. 2018 Jun 4; 9:755. https://doi.org/10.3389/fpsyg.2018.00755 PMID: 29915547
Ansari D, Donlan C, Thomas MSC, Ewing SA, Peen T, Karmiloff-Smith A. What makes counting count?. Verbal and visuo-spatial contributions to typical and atypical number development. J Exp Child Psychol. 2003 May 1; 85(1):50-62. https://doi.org/10.1016/s0022-0965(03)00026-2 PMID: 12742762
Zhang X, Koponen T, Räsänen P, Aunola K, Lerkkanen M-K, Nurmi J-E. Linguistic and Spatial Skills Predict Early Arithmetic Development via Counting Sequence Knowledge. Child Dev. 2014 May 1; 85 (3):1091-107. https://doi.org/10.1111/cdev.12173 PMID: 24148144
Barnes MA, Stubbs A, Raghubar KP, Agostino A, Taylor H, Landry S, et al. Mathematical Skills in 3-and 5-Year-Olds with Spina Bifida and Their Typically Developing Peers: A Longitudinal Approach. J Int Neuropsychol Soc. 2011; 17:431-44. https://doi.org/10.1017/S1355617711000233 PMID: 21418718
Zhang X. Linking language, visual-spatial, and executive function skills to number competence in very young Chinese children. Early Child Res Q. 2016 Jul 1; 36:178-89.
Cornu V, Hornung C, Schiltz C, Martin R. How do different aspects of spatial skills relate to early arithmetic and number line estimation?. Journal of Numerical Cognition. 2017 Dec 22; 3(2):309-43.
Cornu V, Schiltz C, Martin R, Hornung C. Visuo-spatial abilities are key for young children's verbal number skills. J Exp Child Psychol. 2018 Feb; 166:604-20. https://doi.org/10.1016/j.jecp.2017.09. 006 PMID: 29107883
Liu Y, Zhang X. Spatial skills and counting sequence knowledge: Investigating reciprocal longitudinal relations in early years. Early Child Res Q. 2022 Apr 1; 59:1-11.
Gunderson EA, Ramirez G, Beilock SL, Levine SC. The relation between spatial skill and early number knowledge: The role of the linear number line. Dev Psychol. 2012 Sep; 48(5):1229-41. https://doi.org/ 10.1037/a0027433 PMID: 22390659
Frick A. Spatial transformation abilities and their relation to later mathematics performance. Psychol Res 2018 837. 2019 Apr 10; 83(7):1465-84. https://doi.org/10.1007/s00426-018-1008-5 PMID: 29637258
Wu D, Li H, Degotardi S. Early spatial language development and education: a scoping review. SN Soc Sci 2021 22. 2022 Oct 13; 2(2):1-31.
Cannon J, Levine S, Huttenlocher J. A system for analyzing children and caregivers' language about space in structured and unstructured contexts. Spatial Intelligence and Learning Center (SILC) technical report. 2007.
Casasola M, Cohen LB, Chiarello E. Six-Month-Old Infants' Categorization of Containment Spatial Relations. Child Dev. 2003; 74(3):679-93. https://doi.org/10.1111/1467-8624.00562 PMID: 12795384
Quinn PC, Adams A, Kennedy E, Shettler L, Wasnik A. Development of an abstract category representation for the spatial relation between in 6- to 10-month-old infants. Dev Psychol. 2003; 39(1):151-63. https://doi.org/10.1037//0012-1649.39.1.151 PMID: 12518816
Meints K, Plunkett K, Harris PL, Dimmock D. What is "on" and "under" for 15-, 18- and 24-month-olds?. Typicality effects in early comprehension of spatial prepositions. Br J Dev Psychol. 2002 Mar; 20 (1):113-30.
Weist RM, Lymburner NL, Piotrowski S, Stoddard JL. Spatial complexity in children's language. Perceptual and Motor Skills. 2000 Oct; 91(2):425-34. https://doi.org/10.2466/pms.2000.91.2.425 PMID: 11065301
Foster EK, Hund AM. The impact of scaffolding and overhearing on young children's use of the spatial terms between and middle*. J Child Lang. 2012 Mar; 39(2):338-64. https://doi.org/10.1017/ S0305000911000158 PMID: 21729365
Bower C, Zimmermann L, Verdine B, Toub TS, Islam S, Foster L, et al. Piecing together the role of a spatial assembly intervention in preschoolers' spatial and mathematics learning: Influences of gesture, spatial language, and socioeconomic status. Dev Psychol. 2020 Apr 1; 56(4):686-98. https://doi.org/ 10.1037/dev0000899 PMID: 32134293
Purpura DJ, Reid EE. Mathematics and language: Individual and group differences in mathematical language skills in young children. Early Child Res Q. 2016; 36:259-68.
Verdine BN, Golinkoff RM, Hirsh-Pasek K, Newcombe NS, Filipowicz AT, Chang A. Deconstructing Building Blocks: Preschoolers' Spatial Assembly Performance Relates to Early Mathematical Skills. Child Dev. 2014; 85(3):1062-76. https://doi.org/10.1111/cdev.12165 PMID: 24112041
Pruden SM, Levine SC, Huttenlocher J. Children's spatial thinking: does talk about the spatial world matter?. Dev Sci. 2011 Nov; 14(6). https://doi.org/10.1111/j.1467-7687.2011.01088.x PMID: 22010900
Bowerman M. Learning how to structure space for language: A crosslinguistic perspective. Language and space. 1996 Jul; 385:436.
Coventry K, Guijarro-Fuentes P, Valdés B. On the First and Second Language Acquisition of Spatial Language. Spat Cogn Comput. 2012; 12(4):219-30.
Casasola M, Wei WS, Suh DD, Donskoy P, Ransom A. Children's exposure to spatial language promotes their spatial thinking. Journal of Experimental Psychology: General. 2020 Jun; 149(6):1116. https://doi.org/10.1037/xge0000699 PMID: 32212765
Turan E, De Smedt B. Mathematical language and mathematical abilities in preschool: A systematic literature review. Educ Res Rev. 2022 Jun 1; 36:100457.
Gentner D, Ozyürek A, Gürcanli O, Goldin-Meadow S. Spatial language facilitates spatial cognition: evidence from children who lack language input. Cognition. 2013 Jun; 127(3):318-30. https://doi.org/ 10.1016/j.cognition.2013.01.003 PMID: 23542409
Purpura DJ, Logan JA. The nonlinear relations of the approximate number system and mathematical language to early mathematics development. Developmental Psychology. 2015 Dec; 51(12):1717. https://doi.org/10.1037/dev0000055 PMID: 26436871
Hornburg CB, Schmitt SA, Purpura DJ, Hornburg CB. Relations between preschoolers' mathematical language understanding and specific numeracy skills. J Exp Child Psychol. 2018; 176:84-100. https://doi.org/10.1016/j.jecp.2018.07.005 PMID: 30145520
King YA, Purpura DJ. Direct numeracy activities and early math skills: Math language as a mediator. Early Childhood Research Quarterly. 2021 Jan 1; 54:252-9.
Verhoeven L, Vermeer A. Taaltoets Alle Kinderen. Handleiding [Language test for all children. Manual].
Toll SWM, Van Luit JEH. Explaining numeracy development in weak performing kindergartners. J Exp Child Psychol. 2014 Aug 1; 124(1):97-111. https://doi.org/10.1016/j.jecp.2014.02.001 PMID: 24786672
Purpura DJ, Napoli AR, Wehrspann EA, Gold ZS. Causal Connections Between Mathematical Language and Mathematical Knowledge: A Dialogic Reading Intervention. J Res Educ Eff. 2017; 10 (1):116-37.
Hassinger-Das B, Jordan NC, Dyson N. Reading stories to learn math: Mathematics vocabulary instruction for children with early numeracy difficulties. The Elementary School Journal. 2015 Dec 1; 116(2):242-64. https://doi.org/10.1086/683986 PMID: 26726261
Bower CA, Foster L, Zimmermann L, Verdine BN, Marzouk M, Islam S, et al. Three-year-olds' spatial language comprehension and links with mathematics and spatial performance. Dev Psychol. 2020 Oct 1; 56(10):1894-905. https://doi.org/10.1037/dev0001098 PMID: 32772528
Hawes Z, Moss J, Caswell B, Naqvi S, MacKinnon S. Enhancing Children's Spatial and Numerical Skills through a Dynamic Spatial Approach to Early Geometry Instruction: Effects of a 32-Week Intervention. Cogn Instr. 2017 Jul 3; 35(3):236-64.
Lindner N, Moeller K, Dresen V, Pixner S, Lonnemann J. Children's spatial language skills predict their verbal number skills: A longitudinal study. PLoS One. 2022; 17(10):e0277026. https://doi.org/10. 1371/journal.pone.0277026 PMID: 36315572
Lindner N, Moeller K, Hildebrandt F, Hasselhorn M, Lonnemann J. Children's use of egocentric reference frames in spatial language is related to their numerical magnitude understanding. Front Psychol. 2022 Jul 22; 13:4403. https://doi.org/10.3389/fpsyg.2022.943191 PMID: 35936244
Turan E, De Smedt B. Understanding mathematical development in preschool children: the association between mathematical language and mathematical abilities. Cognitive Development. 2023 Apr 1; 66:101318.
Gilligan-Lee KA, Hodgkiss A, Thomas MSC, Patel PK, Farran EK. Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills. Learn Instr. 2021 Jun 1; 73:101417.
Farran EK, Atkinson L. The development of spatial category representations from 4 to 7 years. British Journal of Developmental Psychology. 2016 Nov; 34(4):555-68.
Hoffmann D, Hornung C, Martin R, Schiltz C. Developing number-space associations: SNARC effects using a color discrimination task in 5-year-olds. J Exp Child Psychol. 2013; 116(4):775-91. https://doi. org/10.1016/j.jecp.2013.07.013 PMID: 24055929
Uttal DH, Meadow NG, Tipton E, Hand LL, Alden AR, Warren C, et al. The malleability of spatial skills: A meta-analysis of training studies. Psychol Bull. 2013; 139(2):352-402. https://doi.org/10.1037/ a0028446 PMID: 22663761
Newcombe NS, Shipley TF. Thinking About Spatial Thinking: New Typology, New Assessments. Stud Vis Spat Reason Des Creat. 2015; 179-92.
Newcombe NS. Three Kinds of Spatial Cognition. Stevens' Handb Exp Psychol Cogn Neurosci. 2018 Mar 23; 1-31.
STATEC. Luxembourg in Figures 2022. Available from: https://statistiques.public.lu/en/publications/ series/luxembourg-en-chiffres/2022/luxembourg-en-chiffres-2022.html
Ministère de l'Education nationale, de l'Enfance et de la Jeunesse. Education System in Luxembourg: Key figures 2021-2022. Available from: https://men.public.lu/fr/publications/statistiques-etudes/ themes-transversaux/21-22-enseignement-chiffres.html
Ganzeboom HB. A new International Socio-Economic Index (ISEI) of occupational status for the International Standard Classification of Occupation 2008 (ISCO-08) constructed with data from the ISSP 2002-2007. Inannual conference of international social survey programme, Lisbon 2010 May 1 (Vol. 1).
Ganzeboom HB, De Graaf PM, Treiman DJ. A standard international socio-economic index of occupational status. Social science research. 1992 Mar 1; 21(1):1-56.
van Galen MS, Reitsma P. Developing access to number magnitude: A study of the SNARC effect in 7- to 9-year-olds. J Exp Child Psychol. 2008; 101(2):99-113. https://doi.org/10.1016/j.jecp.2008.05. 001 PMID: 18602112
Guillaume M, Schiltz C, Van Rinsveld A. NASCO: A new method and program to generate dot arrays for non-symbolic number comparison tasks. J Numer Cogn. 2020; 6(1):129-47.
Guillaume M, Van Rinsveld A. Comparing numerical comparison tasks: a meta-analysis of the variability of the Weber Fraction relative to the generation algorithm. Frontiers in Psychology. 2018 Sep 11; 9:1694. https://doi.org/10.3389/fpsyg.2018.01694 PMID: 30271363
Büttner G. Frostigs Entwicklungstest der visuellen Wahrnehmung 2: FEW-2; Deutsche Fassung des Developmental Test of Visual Perception, sec. ed.(DTVP-2) von DD Hammill, NA Pearson & JK Voress. Hogrefe; 2008.
Levine SC, Huttenlocher J, Taylor A, Langrock A. Early sex differences in spatial skill. Dev Psychol. 1999; 35(4):940-9. https://doi.org/10.1037//0012-1649.35.4.940 PMID: 10442863
Hawes Z, Lefevre JA, Xu C, Bruce CD. Mental rotation with tangible three-dimensional objects: A new measure sensitive to developmental differences in 4- to 8-year-old children. Mind, Brain, Educ. 2015 Mar 1; 9(1):10-8.
Turan E, Kobaş M, Göksun T. Spatial language and mental transformation in preschoolers: Does relational reasoning matter?. Cognitive Development. 2021 Jan 1; 57:100980.
Landau B, Hoffman JE. Parallels between spatial cognition and spatial language: Evidence from Williams syndrome. J Mem Lang. 2005 Aug; 53(2):163-85.
Corballis MC, Beale IL. The psychology of left and right. Routledge; 2020 Sep 10.
Roberts RJ, Aman CJ. Developmental Differences in Giving Directions: Spatial Frames of Reference and Mental Rotation. Child Dev. 1993 Aug; 64(4):1258. PMID: 8404267
Bulf H, de Hevia MD, Macchi Cassia V. Small on the left, large on the right: Numbers orient visual attention onto space in preverbal infants. Dev Sci. 2016 May; 19(3):394-401. https://doi.org/10.1111/ desc.12315 PMID: 26074348
Rugani R, Vallortigara G, Priftis K, Regolin L. Number-space mapping in the newborn chick resembles humans' mental number line. Science. 2015 Jan 30; 347(6221):534-6.
Patro K, Haman M. The spatial-numerical congruity effect in preschoolers. J Exp Child Psychol. 2012 Mar; 111(3):534-42. https://doi.org/10.1016/j.jecp.2011.09.006 PMID: 22153910
He X, Guo P, Li S, Shen X, Zhou X. Non-symbolic and symbolic number lines are dissociated. Cogn Process. 2021 Aug 1; 22(3):475-86. https://doi.org/10.1007/s10339-021-01019-4 PMID: 33751283
Ginsburg V, Gevers W. Spatial coding of ordinal information in short- and long-term memory. Front Hum Neurosci. 2015 Jan 30; 9:8. https://doi.org/10.3389/fnhum.2015.00008 PMID: 25688199
van Dijck JP, Fias W. A working memory account for spatial-numerical associations. Cognition. 2011; 119(1):114-9. https://doi.org/10.1016/j.cognition.2010.12.013 PMID: 21262509
Ginsburg V, Archambeau K, van Dijck JP, Chetail F, Gevers W. Coding of serial order in verbal, visual and spatial working memory. J Exp Psychol Gen. 2017 May 1; 146(5):632-50. https://doi.org/10. 1037/xge0000278 PMID: 28459262
van Dijck JP, Abrahamse EL, Majerus S, Fias W. Spatial attention interacts with serial-order retrieval from verbal working memory. Psychol Sci. 2013; 24(9):1854-9. https://doi.org/10.1177/ 0956797613479610 PMID: 23863755
Alloway TP, Gathercole SE, Adams AM, Willis C, Eaglen R, Lamont E. Working memory and phonological awareness as predictors of progress towards early learning goals at school entry. Br J Dev Psychol. 2005 Sep; 23(3):417-26.
Hecht SA, Torgesen JK, Wagner RK, Rashotte CA. The Relations between Phonological Processing Abilities and Emerging Individual Differences in Mathematical Computation Skills: A Longitudinal Study from Second to Fifth Grades. J Exp Child Psychol. 2001 Jun 1; 79(2):192-227. https://doi.org/ 10.1006/jecp.2000.2586 PMID: 11343408
van Kleeck A, Gillam RB, Hoffman LM. Training in phonological awareness generalizes to phonological working memory: A preliminary investigation. J Speech Lang Pathol-Appl Behav Anal. 2006; 1 (3):228.
Oakhill J, Kyle F. The Relation between Phonological Awareness and Working Memory. J Exp Child Psychol. 2000 Feb 1; 75(2):152-64. https://doi.org/10.1006/jecp.1999.2529 PMID: 10620378
Cowan R, Donlan C, Newton EJ, Llyod D. Number skills and knowledge in children with specific language impairment. J Educ Psychol. 2005 Nov; 97(4):732-44.
Koponen T, Salmi P, Torppa M, Eklund K, Aro T, Aro M, et al. Counting and rapid naming predict the fluency of arithmetic and reading skills. Contemp Educ Psychol. 2016 Jan 1; 44-45:83-94.
Koponen T, Eklund K, Salmi P. Cognitive predictors of counting skills. Journal of Numerical Cognition. 2018 Sep 7; 4(2):410-28.
Van Rinsveld A, Schiltz C, Majerus S, Fayol M. When one-two-three beats two-one-three: Tracking the acquisition of the verbal number sequence. Psychon Bull Rev. 2020 Feb 1; 27(1):122-9. https:// doi.org/10.3758/s13423-019-01704-8 PMID: 31900801
Lyons IM, Ansari D. Numerical Order Processing in Children: From Reversing the Distance-Effect to Predicting Arithmetic. Mind, Brain, Educ. 2015 Dec 1; 9(4):207-21.
Lyons IM, Beilock SL. Beyond quantity: Individual differences in working memory and the ordinal understanding of numerical symbols. Cognition. 2009 Nov 1; 113(2):189-204. https://doi.org/10. 1016/j.cognition.2009.08.003 PMID: 19732870
Majerus S, Poncelet M, Van der Linden M, Albouy G, Salmon E, Sterpenich V, et al. The left intraparietal sulcus and verbal short-term memory: Focus of attention or serial order?. Neuroimage. 2006 Aug 15; 32(2):880-91. https://doi.org/10.1016/j.neuroimage.2006.03.048 PMID: 16702002
Majerus S, D'Argembeau A, Perez TM, Belayachi S, Van Der Linden M, Collette F, et al. The commonality of neural networks for verbal and visual short-term memory. J Cogn Neurosci. 2010; 22 (11):2570-93. https://doi.org/10.1162/jocn.2009.21378 PMID: 19925207
Kaufmann L, Vogel SE, Starke M, Kremser C, Schocke M. Numerical and non-numerical ordinality processing in children with and without developmental dyscalculia: Evidence from fMRI. Cogn Dev. 2009; 24(4):486-94.
Turconi E, Campbell JID, Seron X. Numerical order and quantity processing in number comparison. Cognition. 2006 Jan; 98(3):273-85. https://doi.org/10.1016/j.cognition.2004.12.002 PMID: 16399265
van Dijck J-PP, Gevers W, Fias W. Numbers are associated with different types of spatial information depending on the task. Cognition. 2009 Nov; 113(2):248-53. https://doi.org/10.1016/j.cognition.2009. 08.005 PMID: 19726035
Munnich E, Landau B. The effects of spatial language on spatial representation: Setting some boundaries. Language in mind: Advances in the study of language and thought. 2003:113-55.
Marinova M, Georges C, Guillaume M, Reynvoet B, Schiltz C, Van Rinsveld A. Automatic integration of numerical formats examined with frequency-tagged EEG. Sci Rep. 2021; 11:21405. https://doi.org/ 10.1038/s41598-021-00738-0 PMID: 34725370
Hurst M, Anderson U, Cordes S. Mapping Among Number Words, Numerals, and Nonsymbolic Quantities in Preschoolers. J Cogn Dev. 2016 Jan 1; 18(1):41-62.
Mix KS, Cheng YL. The relation between space and math: Developmental and educational implications. Advances in child development and behavior. 2012 Jan 1; 42:197-243. https://doi.org/10.1016/ b978-0-12-394388-0.00006-x PMID: 22675907
Hoshi Y, Oda I, Wada Y, Ito Y, Yutaka Yamashita, Oda M, et al. Visuospatial imagery is a fruitful strategy for the digit span backward task: a study with near-infrared optical tomography. Cogn Brain Res. 2000 Jun 1; 9(3):339-42. https://doi.org/10.1016/s0926-6410(00)00006-9 PMID: 10808144
Lonnemann J, Müller C, Büttner G, Hasselhorn M. The influence of visual-spatial skills on the association between processing of nonsymbolic numerical magnitude and number word sequence skills. J Exp Child Psychol. 2019; 178:184-97. https://doi.org/10.1016/j.jecp.2018.09.018 PMID: 30388483
Zhang X, Lin D. Pathways to arithmetic: The role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic. Contemp Educ Psychol. 2015; 41:188-97.
Hutchison JE, Ansari D, Zheng S, De Jesus S, Lyons IM. Extending ideas of numerical order beyond the count-list from kindergarten to first grade. Cognition. 2022 Jun 1; 223:105019. https://doi.org/10. 1016/j.cognition.2022.105019 PMID: 35121431
Gilmore C, Batchelor S. Verbal count sequence knowledge underpins numeral order processing in children. Acta Psychol (Amst). 2021 May 1; 216:103294. https://doi.org/10.1016/j.actpsy.2021. 103294 PMID: 33838444
Friedman WJ. The development of children's knowledge of temporal structure. Child development. 1986 Dec; 1:1386-400. PMID: 3802968
De Smedt B, Taylor J, Archibald L, Ansari D. How is phonological processing related to individual differences in children's arithmetic skills?. Dev Sci. 2010; 13(3):508-20. https://doi.org/10.1111/j.1467-7687.2009.00897.x PMID: 20443971
Koponen T, Aunola K, Ahonen T, Nurmi JE. Cognitive predictors of single-digit and procedural calculation skills and their covariation with reading skill. J Exp Child Psychol. 2007 Jul 1; 97(3):220-41. https://doi.org/10.1016/j.jecp.2007.03.001 PMID: 17560969
Lefevre JA, Fast L, Skwarchuk SL, Smith-Chant BL, Bisanz J, Kamawar D, et al. Pathways to mathematics: longitudinal predictors of performance. Child Dev. 2010 Nov; 81(6):1753-67. https://doi.org/ 10.1111/j.1467-8624.2010.01508.x PMID: 21077862
Noël MP. Counting on Working Memory When Learning to Count and to Add: A Preschool Study. Dev Psychol. 2009 Nov; 45(6):1630-43. https://doi.org/10.1037/a0016224 PMID: 19899920
Zhou X, Chen C, Zhang H, Xue G, Dong Q, Jin Z, et al. Neural substrates for forward and backward recitation of numbers and the alphabet: A close examination of the role of intraparietal sulcus and perisylvian areas. Brain Res. 2006 Jul 12; 1099(1):109-20. https://doi.org/10.1016/j.brainres.2006.01. 133 PMID: 16784724
Halberda J, Feigenson L. Developmental Change in the Acuity of the "Number Sense": The Approximate Number System in 3-, 4-, 5-, and 6-Year-Olds and Adults. Dev Psychol. 2008 Sep; 44(5):1457-65. https://doi.org/10.1037/a0012682 PMID: 18793076
Piazza M, Pica P, Izard V, Spelke ES, Dehaene S. Education enhances the acuity of the nonverbal approximate number system. Psychol Sci. 2013; 24(6):1037. https://doi.org/10.1177/ 0956797612464057 PMID: 23625879
Suárez-Pellicioni M, Booth JR. Fluency in symbolic arithmetic refines the approximate number system in parietal cortex. Hum Brain Mapp. 2018 Oct 1; 39(10):3956. https://doi.org/10.1002/hbm.24223 PMID: 30024084
Brannon EM, Van De Walle GA. The Development of Ordinal Numerical Competence in Young Children. Cogn Psychol. 2001 Aug 1; 43(1):53-81. https://doi.org/10.1006/cogp.2001.0756 PMID: 11487294
Rousselle L, Palmers E, Noël MP. Magnitude comparison in preschoolers: what counts?. Influence of perceptual variables. J Exp Child Psychol. 2004 Jan 1; 87(1):57-84. https://doi.org/10.1016/j.jecp. 2003.10.005 PMID: 14698689
Saiegh-Haddad E. What is phonological awareness in L2?. J Neurolinguistics. 2019 May 1; 50:17-27.
Painter MA, Qian Z. Wealth Inequality among New Immigrants. Sociol Perspect. 2016 Jun 1; 59 (2):368-94.
Chard DJ, Baker SK, Clarke B, Jungjohann K, Davis K, Smolkowski K. Preventing Early Mathematics Difficulties: The Feasibility of a Rigorous Kindergarten Mathematics Curriculum. Learn Disabil Q. 2008 Feb 1; 31(1):11-20.
DeFlorio L, Beliakoff A. Socioeconomic Status and Preschoolers' Mathematical Knowledge: The Contribution of Home Activities and Parent Beliefs. Early Educ Dev. 2014 Apr 3; 26(3):319-41.
Jordan NC, Levine SC. Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Dev Disabil Res Rev. 2009; 15(1):60-8. https://doi.org/10.1002/ddrr.46 PMID: 19213011
Schmitt SA, Korucu I, Napoli AR, Bryant LM, Purpura DJ. Using block play to enhance preschool children's mathematics and executive functioning: A randomized controlled trial. Early Child Res Q. 2018; 44:181-91.
Harris J, Newcombe NS, Hirsh-Pasek K. A new twist on studying the development of dynamic spatial transformations: Mental paper folding in young children. Mind, Brain, and Education. 2013 Mar; 7 (1):49-55.
Frick A, Möhring W, Newcombe NS. Picturing perspectives: development of perspective-taking abilities in 4-to 8-year-olds. Frontiers in psychology. 2014 Apr 30; 5:386. https://doi.org/10.3389/fpsyg. 2014.00386 PMID: 24817860
