The cognitive foundations of early arithmetic skills: It is counting and number judgment, but not finger gnosis, that count
•Finger gnosis does not correlate with arithmetic ability once age has been controlled.•Correlates include magnitude judgement tasks and counting.•Unique predictors of arithmetic are age, counting and symbolic magnitude judgement (61%). Following on from ideas developed by Gerstmann, a body of work...
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| Veröffentlicht in: | Journal of experimental child psychology 2016-12, Vol.152, p.327-334 |
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| container_title | Journal of experimental child psychology |
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| creator | Long, Imogen Malone, Stephanie A. Tolan, Anne Burgoyne, Kelly Heron-Delaney, Michelle Witteveen, Kate Hulme, Charles |
| description | •Finger gnosis does not correlate with arithmetic ability once age has been controlled.•Correlates include magnitude judgement tasks and counting.•Unique predictors of arithmetic are age, counting and symbolic magnitude judgement (61%).
Following on from ideas developed by Gerstmann, a body of work has suggested that impairments in finger gnosis may be causally related to children’s difficulties in learning arithmetic. We report a study with a large sample of typically developing children (N=197) in which we assessed finger gnosis and arithmetic along with a range of other relevant cognitive predictors of arithmetic skills (vocabulary, counting, and symbolic and nonsymbolic magnitude judgments). Contrary to some earlier claims, we found no meaningful association between finger gnosis and arithmetic skills. Counting and symbolic magnitude comparison were, however, powerful predictors of arithmetic skills, replicating a number of earlier findings. Our findings seriously question theories that posit either a simple association or a causal connection between finger gnosis and the development of arithmetic skills. |
| doi_str_mv | 10.1016/j.jecp.2016.08.005 |
| format | Article |
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Following on from ideas developed by Gerstmann, a body of work has suggested that impairments in finger gnosis may be causally related to children’s difficulties in learning arithmetic. We report a study with a large sample of typically developing children (N=197) in which we assessed finger gnosis and arithmetic along with a range of other relevant cognitive predictors of arithmetic skills (vocabulary, counting, and symbolic and nonsymbolic magnitude judgments). Contrary to some earlier claims, we found no meaningful association between finger gnosis and arithmetic skills. Counting and symbolic magnitude comparison were, however, powerful predictors of arithmetic skills, replicating a number of earlier findings. Our findings seriously question theories that posit either a simple association or a causal connection between finger gnosis and the development of arithmetic skills.</description><identifier>ISSN: 0022-0965</identifier><identifier>EISSN: 1096-0457</identifier><identifier>DOI: 10.1016/j.jecp.2016.08.005</identifier><identifier>PMID: 27614375</identifier><identifier>CODEN: JECPAE</identifier><language>eng</language><publisher>United States: Elsevier Inc</publisher><subject>Aptitude - physiology ; Arithmetic ; Arithmetic development ; Child ; Child development ; Child Development - physiology ; Child, Preschool ; Children ; Cognition - physiology ; Cognitive ability ; Counting ; Female ; Finger gnosis ; Fingers ; Fingers & toes ; Humans ; Judgment - physiology ; Learning ; London ; Male ; Mathematical Aptitude ; Mathematics ; Mathematics Skills ; Numerical cognition ; Queensland ; Symbolic and nonsymbolic magnitude judgment</subject><ispartof>Journal of experimental child psychology, 2016-12, Vol.152, p.327-334</ispartof><rights>2016</rights><rights>Crown Copyright © 2016. Published by Elsevier Inc. All rights reserved.</rights><rights>Copyright Elsevier BV Dec 2016</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c428t-63cfb2025090f12954d59f4487208e616692e1961e8fe2654688eb34007c7df33</citedby><cites>FETCH-LOGICAL-c428t-63cfb2025090f12954d59f4487208e616692e1961e8fe2654688eb34007c7df33</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/j.jecp.2016.08.005$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,780,784,3550,27924,27925,45995</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/27614375$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Long, Imogen</creatorcontrib><creatorcontrib>Malone, Stephanie A.</creatorcontrib><creatorcontrib>Tolan, Anne</creatorcontrib><creatorcontrib>Burgoyne, Kelly</creatorcontrib><creatorcontrib>Heron-Delaney, Michelle</creatorcontrib><creatorcontrib>Witteveen, Kate</creatorcontrib><creatorcontrib>Hulme, Charles</creatorcontrib><title>The cognitive foundations of early arithmetic skills: It is counting and number judgment, but not finger gnosis, that count</title><title>Journal of experimental child psychology</title><addtitle>J Exp Child Psychol</addtitle><description>•Finger gnosis does not correlate with arithmetic ability once age has been controlled.•Correlates include magnitude judgement tasks and counting.•Unique predictors of arithmetic are age, counting and symbolic magnitude judgement (61%).
Following on from ideas developed by Gerstmann, a body of work has suggested that impairments in finger gnosis may be causally related to children’s difficulties in learning arithmetic. We report a study with a large sample of typically developing children (N=197) in which we assessed finger gnosis and arithmetic along with a range of other relevant cognitive predictors of arithmetic skills (vocabulary, counting, and symbolic and nonsymbolic magnitude judgments). Contrary to some earlier claims, we found no meaningful association between finger gnosis and arithmetic skills. Counting and symbolic magnitude comparison were, however, powerful predictors of arithmetic skills, replicating a number of earlier findings. Our findings seriously question theories that posit either a simple association or a causal connection between finger gnosis and the development of arithmetic skills.</description><subject>Aptitude - physiology</subject><subject>Arithmetic</subject><subject>Arithmetic development</subject><subject>Child</subject><subject>Child development</subject><subject>Child Development - physiology</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>Cognition - physiology</subject><subject>Cognitive ability</subject><subject>Counting</subject><subject>Female</subject><subject>Finger gnosis</subject><subject>Fingers</subject><subject>Fingers & toes</subject><subject>Humans</subject><subject>Judgment - physiology</subject><subject>Learning</subject><subject>London</subject><subject>Male</subject><subject>Mathematical Aptitude</subject><subject>Mathematics</subject><subject>Mathematics Skills</subject><subject>Numerical cognition</subject><subject>Queensland</subject><subject>Symbolic and nonsymbolic magnitude judgment</subject><issn>0022-0965</issn><issn>1096-0457</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kcFu1DAURS0EotPCD7BAltiwaIZnJ3Yc1A2qKFSqxKasrcR5nnFI7MF2KlX8PB5NYcGClZ_1zr2yfAh5w2DLgMkP03ZCc9jyMm9BbQHEM7Jh0MkKGtE-JxsAzqtyF2fkPKUJgDHZ1C_JGW8la-pWbMiv-z1SE3beZfeA1IbVj312wScaLMU-zo-0jy7vF8zO0PTDzXP6SG8zdankVp-d39Hej9Svy4CRTuu4W9DnSzqsmfqQqS1EWex8SC5d0rzv8yn5iryw_Zzw9dN5Qb7ffL6__lrdfftye_3prjINV7mStbEDBy6gA8t4J5pRdLZpVMtBoWRSdhxZJxkqi1yKRiqFQ90AtKYdbV1fkPen3kMMP1dMWS8uGZzn3mNYk2aqFnWpa9uCvvsHncIafXldobhQqmOSF4qfKBNDShGtPkS39PFRM9BHNXrSRzX6qEaD0kVNCb19ql6HBce_kT8uCnB1ArD8xYPDqJNx6A2OLqLJegzuf_2_ASQantU</recordid><startdate>201612</startdate><enddate>201612</enddate><creator>Long, Imogen</creator><creator>Malone, Stephanie A.</creator><creator>Tolan, Anne</creator><creator>Burgoyne, Kelly</creator><creator>Heron-Delaney, Michelle</creator><creator>Witteveen, Kate</creator><creator>Hulme, Charles</creator><general>Elsevier Inc</general><general>Elsevier BV</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>201612</creationdate><title>The cognitive foundations of early arithmetic skills: It is counting and number judgment, but not finger gnosis, that count</title><author>Long, Imogen ; Malone, Stephanie A. ; Tolan, Anne ; Burgoyne, Kelly ; Heron-Delaney, Michelle ; Witteveen, Kate ; Hulme, Charles</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c428t-63cfb2025090f12954d59f4487208e616692e1961e8fe2654688eb34007c7df33</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Aptitude - physiology</topic><topic>Arithmetic</topic><topic>Arithmetic development</topic><topic>Child</topic><topic>Child development</topic><topic>Child Development - physiology</topic><topic>Child, Preschool</topic><topic>Children</topic><topic>Cognition - physiology</topic><topic>Cognitive ability</topic><topic>Counting</topic><topic>Female</topic><topic>Finger gnosis</topic><topic>Fingers</topic><topic>Fingers & toes</topic><topic>Humans</topic><topic>Judgment - physiology</topic><topic>Learning</topic><topic>London</topic><topic>Male</topic><topic>Mathematical Aptitude</topic><topic>Mathematics</topic><topic>Mathematics Skills</topic><topic>Numerical cognition</topic><topic>Queensland</topic><topic>Symbolic and nonsymbolic magnitude judgment</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Long, Imogen</creatorcontrib><creatorcontrib>Malone, Stephanie A.</creatorcontrib><creatorcontrib>Tolan, Anne</creatorcontrib><creatorcontrib>Burgoyne, Kelly</creatorcontrib><creatorcontrib>Heron-Delaney, Michelle</creatorcontrib><creatorcontrib>Witteveen, Kate</creatorcontrib><creatorcontrib>Hulme, Charles</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of experimental child psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Long, Imogen</au><au>Malone, Stephanie A.</au><au>Tolan, Anne</au><au>Burgoyne, Kelly</au><au>Heron-Delaney, Michelle</au><au>Witteveen, Kate</au><au>Hulme, Charles</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The cognitive foundations of early arithmetic skills: It is counting and number judgment, but not finger gnosis, that count</atitle><jtitle>Journal of experimental child psychology</jtitle><addtitle>J Exp Child Psychol</addtitle><date>2016-12</date><risdate>2016</risdate><volume>152</volume><spage>327</spage><epage>334</epage><pages>327-334</pages><issn>0022-0965</issn><eissn>1096-0457</eissn><coden>JECPAE</coden><abstract>•Finger gnosis does not correlate with arithmetic ability once age has been controlled.•Correlates include magnitude judgement tasks and counting.•Unique predictors of arithmetic are age, counting and symbolic magnitude judgement (61%).
Following on from ideas developed by Gerstmann, a body of work has suggested that impairments in finger gnosis may be causally related to children’s difficulties in learning arithmetic. We report a study with a large sample of typically developing children (N=197) in which we assessed finger gnosis and arithmetic along with a range of other relevant cognitive predictors of arithmetic skills (vocabulary, counting, and symbolic and nonsymbolic magnitude judgments). Contrary to some earlier claims, we found no meaningful association between finger gnosis and arithmetic skills. Counting and symbolic magnitude comparison were, however, powerful predictors of arithmetic skills, replicating a number of earlier findings. Our findings seriously question theories that posit either a simple association or a causal connection between finger gnosis and the development of arithmetic skills.</abstract><cop>United States</cop><pub>Elsevier Inc</pub><pmid>27614375</pmid><doi>10.1016/j.jecp.2016.08.005</doi><tpages>8</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | Aptitude - physiology Arithmetic Arithmetic development Child Child development Child Development - physiology Child, Preschool Children Cognition - physiology Cognitive ability Counting Female Finger gnosis Fingers Fingers & toes Humans Judgment - physiology Learning London Male Mathematical Aptitude Mathematics Mathematics Skills Numerical cognition Queensland Symbolic and nonsymbolic magnitude judgment |
| title | The cognitive foundations of early arithmetic skills: It is counting and number judgment, but not finger gnosis, that count |
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