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Preschool Language and Visuospatial Skills Respectively Predict Multiplication and Addition/Subtraction Skills in Middle School Children

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Bibliographic Details
Title: Preschool Language and Visuospatial Skills Respectively Predict Multiplication and Addition/Subtraction Skills in Middle School Children
Language: English
Authors: Guez, Ava (ORCID 0000-0002-6509-1893), Piazza, Manuela (ORCID 0000-0003-2557-9701), Pinheiro-Chagas, Pedro (ORCID 0000-0001-8512-0113), Peyre, Hugo (ORCID 0000-0001-8757-0783), Heude, Barbara (ORCID 0000-0002-1565-1629), Ramus, Franck (ORCID 0000-0002-1122-5913)
Source: Developmental Science. May 2023 26(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Language Skills, Spatial Ability, Preschool Children, Prediction, Multiplication, Addition, Subtraction, Mathematics Skills, Middle School Students, Mental Computation
DOI: 10.1111/desc.13316
ISSN: 1363-755X
1467-7687
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1372445
Database: ERIC
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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.
ISSN:1363-755X
1467-7687
DOI:10.1111/desc.13316