There are a substantial number of guidelines addressing substance misuse in adolescents. However, only four high-quality guidelines included recommendations specific for adolescents. The current level of evidence that underpins the recommendations in these high-quality guidelines is low.
Through cultural aspects --Effect of language on arithme4c skills (Pica, Lemer, Izard, & Dehaene, 2004) and effect of schooling on es4ma4on acuity (Piazza, Pica, Izard, Spelke, & Dehaene, 2013) in the Munduruku popula4on --Effect of math educa4on on the precision of approximate number skills in unschooled adults (Nys et al., 2013) In dyslexia --Phonological processing deficits of individuals with dyslexia are associated with aspects of arithme4c relying on the manipula4on of the verbal code (Simmons & Singleton, 2007) --Role of phonological awareness as link between weak phonological processing and less arithme4c fact retrieval in individuals with dyslexia (De Smedt & Boets, 2010) In Specific Language Impairment (SLI)--Iden4fica4on of poor phonological skills as an important factor in the rela4on between SLI and poor arithme4c (Nys, Leybaert, & Content, 2012) Recent studies with pathological popula5ons suggest a link between poor phonology and low arithme5c performance. The aim of the present project is to gain a beEer, developmental understanding of the rela5on between language and numerical skills in non--pathological children.Rela5ons between language and numerical abili5es in low--performing children Introduc5onMethod Tasks and design: Results Discussionà These observa5ons in a general popula5on of young primary school pupils suggest that language--related skills are related to arithme5c performance, poin5ng out that phonology, metaphonology, morphosyntax and vocabulary account in explaining arithme5c performance. As such, knowing whether a language--related training can improve arithme5c achievement appears as an interes5ng ques5on. Par5cipants:188 children from 11 classes in six schools (mean age: 7;6 years, 94 males) in the second year of primary school have been collec4vely assessed for language, numerical skills and other cogni4ve aspects. All par4cipants went through 3 test sessions (S1, S2, S3 Main results 1. A rela4on between language--related tasks and arithme4c--related tasks is found 2. Specifically:--Metaphonological tasks --both at the syllable and phoneme levels--, as well as vocabulary and morphosyntax tasks are related to the mathema4cal problems task (KRT) --Phonological, metaphonological and vocabulary tasks are related to the transcoding taskPrevious studies in the general as well as in pathological popula4ons stressed out the link between language and arithme4c and specifically iden4fied phonological skills as predictors of arithme4c performance. Simple and par5al correla5ons between tasks3. Strong correla4ons between memory tasks and arithme4c--related tasks 4. The non symbolic numerosity comparison task is not correlated with precise, arithme4c--related tasks Conclusions 1. Verbal, language--related components are linked with arithme4c opera4ons (see Dehaene & Cohen, 1997) 2. The use of different codes to manipulate numerosity (transcoding opera4ons) is associated with phonological and metaphonological abili4es as well as with vocabulary 3. Non symbolic comparison ...
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