Cognitive Predictors of Counting Skills
Koponen, T., Eklund, K., & Salmi, P. (2018). Cognitive Predictors of Counting Skills. Journal of Numerical Cognition, 4(2), 410-428. https://doi.org/10.5964/jnc.v4i2.116
Published inJournal of Numerical Cognition
© Authors, 2018
Rote counting skills have found to be a strong predictor of later arithmetic and reading fluency. However, knowledge of the underlying cognitive factors influencing counting skill is very limited. Present study examined to what extent language skills (phonology, vocabulary, and morphology), nonverbal reasoning skills, and memory at the age of five could explain counting skill at the beginning of first grade. Gender, parents’ education level and child’s persistence were included as control variables. The question was examined in a longitudinal sample (N = 101) with a structural equation model. Results showed that language skills together with memory, nonverbal reasoning skills and parent’s education explained only 22% of the variance in counting at the beginning of the first grade. Vocabulary, morphology, and verbal short-term memory were found to be interchangeable predictors, each explaining approximately 7%–9%, of counting skill. These findings challenge the interpretation of counting as a strongly language-based number skill. However, additional analysis among children with dyslexia revealed that memory and language skills, together with a child’s persistence and gender, had a rather strong predictive value, explaining 34%–46% of counting skill. Together these results suggest that verbal short-term memory and language skills at the age of five have not the same predictive value on counting skill at the beginning of school among a population-based sample as found in subjects with language impairment or learning difficulties, and thus, other cognitive factors should be taken into account in further research related to typical development of counting skill. ...
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
Korpipää, Heidi; Moll, Kristina; Aunola, Kaisa; Tolvanen, Asko; Koponen, Tuire; Aro, Mikko; Lerkkanen, Marja-Kristiina (Elsevier, 2020)The aim of this study was to investigate cognitive profiles composed of skills predicting the overlap between reading and arithmetic in kindergarten (phonological awareness, letter knowledge, rapid automatized naming, and ...
Second and foreign language fluency from a cognitive perspective : inefficiency and control of attention in lexical access Olkkonen, Sanna (University of Jyväskylä, 2017)The present dissertation focuses on the fluency of second and foreign language (L2). Second and foreign language use is often assessed by its fluency. However, the connections between language proficiency and fluency ...
Altered prefrontal cortex responses in older adults with subjective memory complaints and dementia during dual‐task gait : an fNIRS study Teo, Wei‐Peng; Rantalainen, Timo; Nuzum, Nathan; Valente, Leah; Macpherson, Helen (2021)People with cognitive impairments show deficits during physical performances such as gait, in particular during cognitively‐challenging conditions (i.e. dual‐task gait [DTG]). However it is unclear if people at risk of ...
Poranen-Clark, Taina (Jyväskylän yliopisto, 2018)We studied cross-sectional, longitudinal and temporal associations between executive function and life-space mobility in old age. We assessed the association between intellectual ability in early adulthood and physical ...
Zhang, Yin; Liang, Tengfei; Ye, Chaoxiong; Liu, Qiang (Science Press, 2020)Studies on how long-term memory affects working memory (WM) have found that long-term memory can enhance WM processing. However, these studies only use item memory as the representation of long-term memory. In addition to ...