Preschool language and visuospatial skills respectively predict multiplication and addition/subtraction skills in middle school children

Guez, Ava; Piazza, Manuela; Pinheiro‐Chagas, Pedro; Peyre, Hugo; Heude, Barbara; Ramus, Franck

doi:10.1111/desc.13316

Cited by 3 publications

(3 citation statements)

References 53 publications

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“…Multiplication may dissociate from other operations because it is usually learned in ways that emphasize verbal rote learning to a greater extent than other operations, and thus may rely more than other operation on verbal skills. Guez et al (2023) carried out a longitudinal study of 358 American children from preschool (5; 5 years) to age 11. They found that preschool language skills, but not visuospatial skills, predicted multiplication skills at age 11, whereas preschool visuospatial skills, but not language skills, predicted addition and subtraction skills at age 11.…”

Section: Domain-general Abilitiesmentioning

confidence: 99%

The componential nature of arithmetical cognition: some important questions

Dowker

2023

Front. Psychol.

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Research on typically developing children and adults and people with developmental and acquired dyscalculia converges in indicating that arithmetical ability is not unitary but is made up of many different components. Categories of components include non-symbolic quantity representation and processing; symbolic quantity representation and processing; counting procedures and principles; arithmetic operations; arithmetical knowledge and understanding; multiple forms and applications of conceptual knowledge of arithmetic; and domain-general abilities such as attention, executive functions and working memory. There is much evidence that different components can and often do show considerable functional independence, not only in developmental and acquired dyscalculia, but in typically achieving children and adults. At the same time, it is possible to find complex interactions and bidirectional relationships between the different components, including between domain-specific and apparently domain-general abilities. There is a great deal that still needs to be discovered. In particular, we need to learn more about the origins in infancy of subitizing and approximate magnitude comparison, the extent to which these interact, the extent to which they may be further divisible, and the extent and ways in which they themselves may develop with age and the extent to which they may influence later-developing components. There also needs to be a lot more research on exactly how domain-general and domain-specific abilities contribute to mathematical development, and how they interact with one another.

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Section: Domain-general Abilitiesmentioning

confidence: 99%

The componential nature of arithmetical cognition: some important questions

Dowker

2023

Front. Psychol.

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“…Visuospatial skills accordingly predict subtraction, but not multiplication operations. Language skills inversely predict multiplication but not subtraction ( Lee and Kang, 2002 ; Guez et al, 2022 ). At the neural level, subtraction has been linked to an increased activity of the parietal cortex, typically associated with quantity and visuospatial processing.…”

Section: Introductionmentioning

confidence: 99%

Deafness and early language deprivation influence arithmetic performances

Buyle

Crollen²

2022

Front. Hum. Neurosci.

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It has been consistently reported that deaf individuals experience mathematical difficulties compared to their hearing peers. However, the idea that deafness and early language deprivation might differently affect verbal (i.e., multiplication) vs. visuospatial (i.e., subtraction) arithmetic performances is still under debate. In the present paper, three groups of 21 adults (i.e., deaf signers, hearing signers, and hearing controls) were therefore asked to perform, as fast and as accurately as possible, subtraction and multiplication operations. No significant group effect was found for accuracy performances. However, reaction time results demonstrated that the deaf group performed both arithmetic operations slower than the hearing groups. This group difference was even more pronounced for multiplication problems than for subtraction problems. Weaker language-based phonological representations for retrieving multiplication facts, and sensitivity to interference are two hypotheses discussed to explain the observed dissociation.

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“…Multiplication appears to be more dependent on language than other arithmetical operations, probably because it is usually taught in a way that places greater emphasis on verbal memorisation. Guez, Piaz, Pinheiro-Chagas, et al [ 89 ] found that preschool children’s language skills, but not their visuospatial skills, predicted their multiplication performance at the age of 11. In contrast, their visuospatial skills, but not their language skills, predicted their addition and subtraction performance at the age of 11.…”

Section: Introductionmentioning

confidence: 99%

Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities

Dowker

2024

Children

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There is still much debate about the exact nature and frequency of developmental dyscalculia, and about how it should be defined. This article examines several key questions in turn: Is developmental dyscalculia a distinct disorder, or should it be seen as the lower end of a continuum—or possibly more than one continuum—of numerical ability? Do individuals with developmental dyscalculia show atypical brain structure or function? Does the study of acquired dyscalculia have anything to teach us about developmental dyscalculia? In studying dyscalculia, should we look less at arithmetical ability as a single entity, and more at separable components of arithmetical ability? How heterogeneous is developmental dyscalculia, and how important is it to study individual profiles? To what extent is developmental dyscalculia influenced by domain-specific versus domain-general abilities? The conclusion is that, though a significant amount has been discovered through existing research, and though this has some important implications for screening and diagnosis of dyscalculia, there is much more research that still needs to be conducted if we are to answer all of these questions fully. In particular, the study of developmental dyscalculia must be more integrated with the study of individual differences in mathematics in the population as a whole.

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Preschool language and visuospatial skills respectively predict multiplication and addition/subtraction skills in middle school children

Cited by 3 publications

References 53 publications

The componential nature of arithmetical cognition: some important questions

The componential nature of arithmetical cognition: some important questions

Deafness and early language deprivation influence arithmetic performances

Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities

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