Preschool language and visuospatial skills respectively predict multiplication and addition/subtraction skills in middle school children
A converging body of evidence from neuroimaging, behavioral, and neuropsychology studies suggests that different arithmetic operations rely on distinct neuro‐cognitive processes: while addition and subtraction may rely more on visuospatial reasoning, multiplication would depend more on verbal abilit...
Gespeichert in:
| Veröffentlicht in: | Developmental science 2023-05, Vol.26 (3), p.e13316-n/a |
|---|---|
| Hauptverfasser: | , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | n/a |
|---|---|
| container_issue | 3 |
| container_start_page | e13316 |
| container_title | Developmental science |
| container_volume | 26 |
| creator | Guez, Ava Piazza, Manuela Pinheiro‐Chagas, Pedro Peyre, Hugo Heude, Barbara Ramus, Franck |
| description | A converging body of evidence from neuroimaging, behavioral, and neuropsychology studies suggests that different arithmetic operations rely on distinct neuro‐cognitive processes: while addition and subtraction may rely more on visuospatial reasoning, multiplication would depend more on verbal abilities. In this paper, we tested this hypothesis in a longitudinal study measuring language and visuospatial skills in 358 preschoolers, and testing their mental calculation skills at the beginning of middle school. Language skills at 5.5 years significantly predicted multiplication, but not addition nor subtraction scores at 11.5 years. Conversely, early visuospatial skills predicted addition and subtraction, but not multiplication scores. These results provide strong support for the existence of a double dissociation in mental arithmetic operations, and demonstrate the existence of long‐lasting links between language/visuospatial skills and specific calculation abilities.
This paper investigated the longitudinal relationships between language and visuospatial skills at 5.5 years, and addition, subtraction and multiplication skills at 11.5 years in a sample of 358 children. We found that early language skills significantly predicted multiplication, but not addition nor subtraction scores at 11.5 years. Conversely, early visuospatial skills predicted addition and subtraction, but not multiplication scores. These results provide strong support for the existence of a double dissociation in mental arithmetic operations, and demonstrate the existence of long‐lasting links between language/visuospatial skills and specific calculation abilities. |
| doi_str_mv | 10.1111/desc.13316 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_2707611557</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1372445</ericid><sourcerecordid>2795192412</sourcerecordid><originalsourceid>FETCH-LOGICAL-c3796-7b42097beb7e5c4476f4e8f1f18a40c1b58b1f2e3c1af1cf94307f98b2aad94f3</originalsourceid><addsrcrecordid>eNp9kU1v1DAQhiMEoqVw4Q6yxAUhpfXEjh0f0bJ8qRJIgMQtcuxx6-J8YCdF-w_42Xg3Sw8c8MUevc-849FbFE-BnkM-FxaTOQfGQNwrToELWUrRyPv5zQQrZV1_PykepXRDKeWMwsPihAlaNUqJ0-L355i7r8cxkKCHq0VfIdGDJbc-LWOa9Ox1IOmHDyGRTE5oZn-LYUemiNabmfRLmP0UvMnoOBx6tbV-X1ykpZujNgfh6OEH0ntrA5LjVHPtg404PC4eOB0SPjneZ8W3t9uvm_fl5ad3HzavL0vDpBKl7HhFleywk1gbzqVwHBsHDhrNqYGubjpwFTID2oFxKm8snWq6SmuruGNnxcvVd4rjzwXT3PY-GQx5exyX1FaSSgFQ1zKjL_5Bb8YlDvl3mVI1qIpDlalXK2XimFJE107R9zruWqDtPp92n097yCfDz4-WS9ejvUP_BpKBZyuA0Zs7efsRmKw4r7MOq_7LB9z9Z1T7Zvtlsw79A4Gfp94</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2795192412</pqid></control><display><type>article</type><title>Preschool language and visuospatial skills respectively predict multiplication and addition/subtraction skills in middle school children</title><source>MEDLINE</source><source>Wiley Online Library Journals Frontfile Complete</source><creator>Guez, Ava ; Piazza, Manuela ; Pinheiro‐Chagas, Pedro ; Peyre, Hugo ; Heude, Barbara ; Ramus, Franck</creator><creatorcontrib>Guez, Ava ; Piazza, Manuela ; Pinheiro‐Chagas, Pedro ; Peyre, Hugo ; Heude, Barbara ; Ramus, Franck</creatorcontrib><description>A converging body of evidence from neuroimaging, behavioral, and neuropsychology studies suggests that different arithmetic operations rely on distinct neuro‐cognitive processes: while addition and subtraction may rely more on visuospatial reasoning, multiplication would depend more on verbal abilities. In this paper, we tested this hypothesis in a longitudinal study measuring language and visuospatial skills in 358 preschoolers, and testing their mental calculation skills at the beginning of middle school. Language skills at 5.5 years significantly predicted multiplication, but not addition nor subtraction scores at 11.5 years. Conversely, early visuospatial skills predicted addition and subtraction, but not multiplication scores. These results provide strong support for the existence of a double dissociation in mental arithmetic operations, and demonstrate the existence of long‐lasting links between language/visuospatial skills and specific calculation abilities.
This paper investigated the longitudinal relationships between language and visuospatial skills at 5.5 years, and addition, subtraction and multiplication skills at 11.5 years in a sample of 358 children. We found that early language skills significantly predicted multiplication, but not addition nor subtraction scores at 11.5 years. Conversely, early visuospatial skills predicted addition and subtraction, but not multiplication scores. These results provide strong support for the existence of a double dissociation in mental arithmetic operations, and demonstrate the existence of long‐lasting links between language/visuospatial skills and specific calculation abilities.</description><identifier>ISSN: 1363-755X</identifier><identifier>EISSN: 1467-7687</identifier><identifier>DOI: 10.1111/desc.13316</identifier><identifier>PMID: 36028996</identifier><language>eng</language><publisher>England: Wiley</publisher><subject>Addition ; arithmetic skills ; Child ; Child, Preschool ; Cognition ; Cognitive ability ; Educational Status ; Humans ; Language ; Language Skills ; Longitudinal Studies ; Mathematics ; Mathematics Skills ; Mental Computation ; Middle School Students ; Multiplication ; Neuroimaging ; Prediction ; Preschool Children ; Problem Solving ; Spatial Ability ; Subtraction ; visuospatial skills</subject><ispartof>Developmental science, 2023-05, Vol.26 (3), p.e13316-n/a</ispartof><rights>2022 John Wiley & Sons Ltd.</rights><rights>2023 John Wiley & Sons Ltd.</rights><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3796-7b42097beb7e5c4476f4e8f1f18a40c1b58b1f2e3c1af1cf94307f98b2aad94f3</citedby><cites>FETCH-LOGICAL-c3796-7b42097beb7e5c4476f4e8f1f18a40c1b58b1f2e3c1af1cf94307f98b2aad94f3</cites><orcidid>0000-0002-6509-1893 ; 0000-0001-8757-0783 ; 0000-0003-2557-9701 ; 0000-0001-8512-0113 ; 0000-0002-1122-5913 ; 0000-0002-1565-1629</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fdesc.13316$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fdesc.13316$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,45550,45551</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1372445$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/36028996$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Guez, Ava</creatorcontrib><creatorcontrib>Piazza, Manuela</creatorcontrib><creatorcontrib>Pinheiro‐Chagas, Pedro</creatorcontrib><creatorcontrib>Peyre, Hugo</creatorcontrib><creatorcontrib>Heude, Barbara</creatorcontrib><creatorcontrib>Ramus, Franck</creatorcontrib><title>Preschool language and visuospatial skills respectively predict multiplication and addition/subtraction skills in middle school children</title><title>Developmental science</title><addtitle>Dev Sci</addtitle><description>A converging body of evidence from neuroimaging, behavioral, and neuropsychology studies suggests that different arithmetic operations rely on distinct neuro‐cognitive processes: while addition and subtraction may rely more on visuospatial reasoning, multiplication would depend more on verbal abilities. In this paper, we tested this hypothesis in a longitudinal study measuring language and visuospatial skills in 358 preschoolers, and testing their mental calculation skills at the beginning of middle school. Language skills at 5.5 years significantly predicted multiplication, but not addition nor subtraction scores at 11.5 years. Conversely, early visuospatial skills predicted addition and subtraction, but not multiplication scores. These results provide strong support for the existence of a double dissociation in mental arithmetic operations, and demonstrate the existence of long‐lasting links between language/visuospatial skills and specific calculation abilities.
This paper investigated the longitudinal relationships between language and visuospatial skills at 5.5 years, and addition, subtraction and multiplication skills at 11.5 years in a sample of 358 children. We found that early language skills significantly predicted multiplication, but not addition nor subtraction scores at 11.5 years. Conversely, early visuospatial skills predicted addition and subtraction, but not multiplication scores. These results provide strong support for the existence of a double dissociation in mental arithmetic operations, and demonstrate the existence of long‐lasting links between language/visuospatial skills and specific calculation abilities.</description><subject>Addition</subject><subject>arithmetic skills</subject><subject>Child</subject><subject>Child, Preschool</subject><subject>Cognition</subject><subject>Cognitive ability</subject><subject>Educational Status</subject><subject>Humans</subject><subject>Language</subject><subject>Language Skills</subject><subject>Longitudinal Studies</subject><subject>Mathematics</subject><subject>Mathematics Skills</subject><subject>Mental Computation</subject><subject>Middle School Students</subject><subject>Multiplication</subject><subject>Neuroimaging</subject><subject>Prediction</subject><subject>Preschool Children</subject><subject>Problem Solving</subject><subject>Spatial Ability</subject><subject>Subtraction</subject><subject>visuospatial skills</subject><issn>1363-755X</issn><issn>1467-7687</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kU1v1DAQhiMEoqVw4Q6yxAUhpfXEjh0f0bJ8qRJIgMQtcuxx6-J8YCdF-w_42Xg3Sw8c8MUevc-849FbFE-BnkM-FxaTOQfGQNwrToELWUrRyPv5zQQrZV1_PykepXRDKeWMwsPihAlaNUqJ0-L355i7r8cxkKCHq0VfIdGDJbc-LWOa9Ox1IOmHDyGRTE5oZn-LYUemiNabmfRLmP0UvMnoOBx6tbV-X1ykpZujNgfh6OEH0ntrA5LjVHPtg404PC4eOB0SPjneZ8W3t9uvm_fl5ad3HzavL0vDpBKl7HhFleywk1gbzqVwHBsHDhrNqYGubjpwFTID2oFxKm8snWq6SmuruGNnxcvVd4rjzwXT3PY-GQx5exyX1FaSSgFQ1zKjL_5Bb8YlDvl3mVI1qIpDlalXK2XimFJE107R9zruWqDtPp92n097yCfDz4-WS9ejvUP_BpKBZyuA0Zs7efsRmKw4r7MOq_7LB9z9Z1T7Zvtlsw79A4Gfp94</recordid><startdate>202305</startdate><enddate>202305</enddate><creator>Guez, Ava</creator><creator>Piazza, Manuela</creator><creator>Pinheiro‐Chagas, Pedro</creator><creator>Peyre, Hugo</creator><creator>Heude, Barbara</creator><creator>Ramus, Franck</creator><general>Wiley</general><general>Wiley Subscription Services, Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><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>7QP</scope><scope>7TK</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0002-6509-1893</orcidid><orcidid>https://orcid.org/0000-0001-8757-0783</orcidid><orcidid>https://orcid.org/0000-0003-2557-9701</orcidid><orcidid>https://orcid.org/0000-0001-8512-0113</orcidid><orcidid>https://orcid.org/0000-0002-1122-5913</orcidid><orcidid>https://orcid.org/0000-0002-1565-1629</orcidid></search><sort><creationdate>202305</creationdate><title>Preschool language and visuospatial skills respectively predict multiplication and addition/subtraction skills in middle school children</title><author>Guez, Ava ; Piazza, Manuela ; Pinheiro‐Chagas, Pedro ; Peyre, Hugo ; Heude, Barbara ; Ramus, Franck</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3796-7b42097beb7e5c4476f4e8f1f18a40c1b58b1f2e3c1af1cf94307f98b2aad94f3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Addition</topic><topic>arithmetic skills</topic><topic>Child</topic><topic>Child, Preschool</topic><topic>Cognition</topic><topic>Cognitive ability</topic><topic>Educational Status</topic><topic>Humans</topic><topic>Language</topic><topic>Language Skills</topic><topic>Longitudinal Studies</topic><topic>Mathematics</topic><topic>Mathematics Skills</topic><topic>Mental Computation</topic><topic>Middle School Students</topic><topic>Multiplication</topic><topic>Neuroimaging</topic><topic>Prediction</topic><topic>Preschool Children</topic><topic>Problem Solving</topic><topic>Spatial Ability</topic><topic>Subtraction</topic><topic>visuospatial skills</topic><toplevel>online_resources</toplevel><creatorcontrib>Guez, Ava</creatorcontrib><creatorcontrib>Piazza, Manuela</creatorcontrib><creatorcontrib>Pinheiro‐Chagas, Pedro</creatorcontrib><creatorcontrib>Peyre, Hugo</creatorcontrib><creatorcontrib>Heude, Barbara</creatorcontrib><creatorcontrib>Ramus, Franck</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Calcium & Calcified Tissue Abstracts</collection><collection>Neurosciences Abstracts</collection><collection>MEDLINE - Academic</collection><jtitle>Developmental science</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Guez, Ava</au><au>Piazza, Manuela</au><au>Pinheiro‐Chagas, Pedro</au><au>Peyre, Hugo</au><au>Heude, Barbara</au><au>Ramus, Franck</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1372445</ericid><atitle>Preschool language and visuospatial skills respectively predict multiplication and addition/subtraction skills in middle school children</atitle><jtitle>Developmental science</jtitle><addtitle>Dev Sci</addtitle><date>2023-05</date><risdate>2023</risdate><volume>26</volume><issue>3</issue><spage>e13316</spage><epage>n/a</epage><pages>e13316-n/a</pages><issn>1363-755X</issn><eissn>1467-7687</eissn><abstract>A converging body of evidence from neuroimaging, behavioral, and neuropsychology studies suggests that different arithmetic operations rely on distinct neuro‐cognitive processes: while addition and subtraction may rely more on visuospatial reasoning, multiplication would depend more on verbal abilities. In this paper, we tested this hypothesis in a longitudinal study measuring language and visuospatial skills in 358 preschoolers, and testing their mental calculation skills at the beginning of middle school. Language skills at 5.5 years significantly predicted multiplication, but not addition nor subtraction scores at 11.5 years. Conversely, early visuospatial skills predicted addition and subtraction, but not multiplication scores. These results provide strong support for the existence of a double dissociation in mental arithmetic operations, and demonstrate the existence of long‐lasting links between language/visuospatial skills and specific calculation abilities.
This paper investigated the longitudinal relationships between language and visuospatial skills at 5.5 years, and addition, subtraction and multiplication skills at 11.5 years in a sample of 358 children. We found that early language skills significantly predicted multiplication, but not addition nor subtraction scores at 11.5 years. Conversely, early visuospatial skills predicted addition and subtraction, but not multiplication scores. These results provide strong support for the existence of a double dissociation in mental arithmetic operations, and demonstrate the existence of long‐lasting links between language/visuospatial skills and specific calculation abilities.</abstract><cop>England</cop><pub>Wiley</pub><pmid>36028996</pmid><doi>10.1111/desc.13316</doi><tpages>9</tpages><orcidid>https://orcid.org/0000-0002-6509-1893</orcidid><orcidid>https://orcid.org/0000-0001-8757-0783</orcidid><orcidid>https://orcid.org/0000-0003-2557-9701</orcidid><orcidid>https://orcid.org/0000-0001-8512-0113</orcidid><orcidid>https://orcid.org/0000-0002-1122-5913</orcidid><orcidid>https://orcid.org/0000-0002-1565-1629</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1363-755X |
| ispartof | Developmental science, 2023-05, Vol.26 (3), p.e13316-n/a |
| issn | 1363-755X 1467-7687 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_2707611557 |
| source | MEDLINE; Wiley Online Library Journals Frontfile Complete |
| subjects | Addition arithmetic skills Child Child, Preschool Cognition Cognitive ability Educational Status Humans Language Language Skills Longitudinal Studies Mathematics Mathematics Skills Mental Computation Middle School Students Multiplication Neuroimaging Prediction Preschool Children Problem Solving Spatial Ability Subtraction visuospatial skills |
| title | Preschool language and visuospatial skills respectively predict multiplication and addition/subtraction skills in middle school children |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-13T02%3A42%3A06IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Preschool%20language%20and%20visuospatial%20skills%20respectively%20predict%20multiplication%20and%20addition/subtraction%20skills%20in%20middle%20school%20children&rft.jtitle=Developmental%20science&rft.au=Guez,%20Ava&rft.date=2023-05&rft.volume=26&rft.issue=3&rft.spage=e13316&rft.epage=n/a&rft.pages=e13316-n/a&rft.issn=1363-755X&rft.eissn=1467-7687&rft_id=info:doi/10.1111/desc.13316&rft_dat=%3Cproquest_cross%3E2795192412%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2795192412&rft_id=info:pmid/36028996&rft_ericid=EJ1372445&rfr_iscdi=true |