Kindergarten domain-specific and domain-general cognitive precursors of hierarchical mathematical development

A longitudinal study

Bibliographic Data

ID21348256
AuthorsUlf Träff (0000-0003-2376-3230, Linköping University), Linda Olsson (0000-0002-6306-6942, Linköping University), Kenny Skagerlund (0000-0003-1894-3595, Linköping University), Rickard Östergren (Linköping University)
Year2020
Volume112
Issue1
Pages93-109
Publication date2020-01-01
Open AccessNo
TypeARTICLE
VenueJournal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0022-0663 • E-ISSN: 1939-2176
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/edu0000369
OpenAlexW2946113723
LanguageEN
Citations received8
References cited12

This study examined cognitive precursors of hierarchical mathematical development. Six-year-old children (n = 258) were assessed on number skills, cognitive skills, and arithmetic 1 year prior to school entry. Skills in advanced arithmetic and advanced mathematics were assessed in Grades 3 and 6, respectively. Path analyses were computed and provided longitudinal evidence for a hierarchy of mathematics. During development, the reliance on prior skills at lower, most proximal levels becomes increasingly important in order to acquire and succeed at later and higher levels of mathematics. The study extends the Fuchs et al. (2010b) model as the mechanisms underlying 3 different hierarchical levels of mathematics all involve an interplay between domain-specific number abilities (i.e., sequence knowledge, digit comparison) and general cognitive abilities (i.e., logical reasoning, phonological awareness, working memory). The constellation of domain-specific number and domain-general cognitive mechanisms subserving mathematics at different hierarchical levels showed a high degree of similarity. However, the importance of number abilities decreases during development, whereas the importance of general cognitive abilities remains approximately equal across levels of mathematical learning. Early symbolic number skills (i.e., counting sequence knowledge, digit comparison) are subserved by general cognitive mechanisms such as working memory, phonological awareness, and rapid automatic naming processes. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Cognition · Cognitive development · Cognitive psychology · Cognitive science · Developmental psychology · Domain (mathematical analysis) · Cognitive and developmental aspects of mathematical skills · Mathematics · Mathematics Education and Teaching Techniques · Neuroscience · Psychology · Reading and Literacy Development

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