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dc.contributor.authorKoponen, Tuire
dc.contributor.authorEklund, Kenneth
dc.contributor.authorSalmi, Paula
dc.date.accessioned2018-09-12T10:50:33Z
dc.date.available2018-09-12T10:50:33Z
dc.date.issued2018
dc.identifier.citationKoponen, T., Eklund, K., & Salmi, P. (2018). Cognitive Predictors of Counting Skills. <i>Journal of Numerical Cognition</i>, <i>4</i>(2), 410-428. <a href="https://doi.org/10.5964/jnc.v4i2.116" target="_blank">https://doi.org/10.5964/jnc.v4i2.116</a>
dc.identifier.otherCONVID_28248563
dc.identifier.otherTUTKAID_78740
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/59484
dc.description.abstractRote 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.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherPsychOpen
dc.relation.ispartofseriesJournal of Numerical Cognition
dc.relation.urihttps://jnc.psychopen.eu/article/view/116/pdf
dc.rightsCC BY 4.0
dc.subject.otherpäässälaskenta
dc.subject.othermuisti
dc.subject.otheraritmeettiset taidot
dc.subject.otherrote counting
dc.subject.othercognitive predictors
dc.subject.othermemory
dc.subject.otherarithmetic skills
dc.titleCognitive Predictors of Counting Skills
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201809104057
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineSpecial Educationen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-09-10T09:15:07Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange410-428
dc.relation.issn2363-8761
dc.relation.numberinseries2
dc.relation.volume4
dc.type.versionpublishedVersion
dc.rights.copyright© Authors, 2018
dc.rights.accesslevelopenAccessfi
dc.subject.ysokielitaito
dc.subject.ysokognitiiviset taidot
dc.subject.ysoennusteet
dc.subject.ysokieli
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p5797
jyx.subject.urihttp://www.yso.fi/onto/yso/p24920
jyx.subject.urihttp://www.yso.fi/onto/yso/p3297
jyx.subject.urihttp://www.yso.fi/onto/yso/p2880
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.5964/jnc.v4i2.116


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