Arithmetic strategy development and its domain-specific and domain-general cognitive correlates: A longitudinal study in children with persistent mathematical learning difficulties

Vanbinst, Kiran; Ghesquière, Pol; Smedt, Bert De

doi:10.1016/j.ridd.2014.06.023

Cited by 53 publications

(35 citation statements)

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“…In addition, numerous studies have consistently shown that individual differences in the performance on this digit comparison task are a robust predictor of individual differences in arithmetic ability (e.g., Budgen & Ansari, ; Castronovo & Göbel, ; De Smedt, Verschaffel, & Ghesquière, ; Göbel, Watson, Lervåg, & Hulme, ; Holloway & Ansari, ; Kolkman, Kroesbergen, & Leseman, ; Landerl & Kölle, ; Lyons, Price, Vaessen, Blomert, & Ansari, ; Moyer & Landauer, ; Mussolin, Meijas, & Noël, ; Sasanguie, De Smedt, Defever, & Reynvoet, ; Sasanguie, Göbel, Moll, Smets, & Reynvoet, ; Vanbinst, Ghesquière, & De Smedt, ; Vogel, Remark, & Ansari, ; Xenidou‐Dervou, Molenaar, Ansari, van der Schoot, & van Lieshout, ; for a review, see De Smedt, Noël, Gilmore, & Ansari, ; for a meta‐analysis, see Schneider et al., ). Moreover, studies investigating participants with mathematical learning difficulties have observed that they perform worse on a digit comparison task compared to control participants (Ashkenazi, Mark‐Zigdon, & Henik, ; Brankaer, Ghesquière, & De Smedt, ; De Smedt & Gilmore, ; Landerl, Bevan, & Butterworth, ; Landerl, Fussenegger, Moll, & Willburger, ; Rousselle & Noël, ; Vanbinst, Ghesquière, & De Smedt, ; for a meta‐analysis, see Schwenk et al., ).…”

Section: Introductionmentioning

confidence: 99%

“…Xenidou-Dervou, Molenaar, Ansari, van der Schoot, & van Lieshout, 2016; for a review, see De Smedt, Noël, Gilmore, & Ansari, 2013; for a meta-analysis, see Schneider et al, 2017). Moreover, studies investigating participants with mathematical learning difficulties have observed that they perform worse on a digit comparison task compared to control participants (Ashkenazi, Mark-Zigdon, & Henik, 2009;Brankaer, Ghesquière, & De Smedt, 2014;De Smedt & Gilmore, 2011;Landerl, Bevan, & Butterworth, 2004;Landerl, Fussenegger, Moll, & Willburger, 2009;Rousselle & Noël, 2007;Vanbinst, Ghesquière, & De Smedt, 2014; for a meta-analysis, see Schwenk et al, 2017).…”

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About why there is a shift from cardinal to ordinal processing in the association with arithmetic between first and second grade

Sasanguie

Vos

2018

Developmental Science

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Digit comparison is strongly related to individual differences in children's arithmetic ability. Why this is the case, however, remains unclear to date. Therefore, we investigated the relative contribution of three possible cognitive mechanisms in first and second graders' digit comparison performance: digit identification, digit-number word matching and digit ordering ability. Furthermore, we examined whether these components could account for the well-established relation between digit comparison performance and arithmetic. As expected, all candidate predictors were related to digit comparison in both age groups. Moreover, in first graders, digit ordering and in second graders both digit identification and digit ordering explained unique variance in digit comparison performance. However, when entering these unique predictors of digit comparison into a mediation model with digit comparison as predictor and arithmetic as outcome, we observed that whereas in second graders digit ordering was a full mediator, in first graders this was not the case. For them, the reverse was true and digit comparison fully mediated the relation between digit ordering and arithmetic. These results suggest that between first and second grade, there is a shift in the predictive value for arithmetic from cardinal processing and procedural knowledge to ordinal processing and retrieving declarative knowledge from memory; a process which is possibly due to a change in arithmetic strategies at that age. A video abstract of this article can be viewed at: https://youtu.be/dDB0IGi2Hf8.

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Section: Introductionmentioning

confidence: 99%

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confidence: 99%

About why there is a shift from cardinal to ordinal processing in the association with arithmetic between first and second grade

Sasanguie

Vos

2018

Developmental Science

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“…Moreover, children with mathematical learning difficulties or dyscalculia are impaired in their ability to compare numerical magnitudes (De Smedt & Gilmore, 2011;Landerl, Bevan, Butterworth, 2004;Noël & Rousselle, 2011;Vanbinst, Ghesquière, & De Smedt, 2014). This association between numerical magnitude comparison deficits and mathematical learning difficulties seems to be independent of intellectual ability, as Brankaer, Ghesquière, and De Smedt (2014) found that children with discrepant (low math scores, average IQ) and non-discrepant (low math scores, low IQ) mathematical difficulties have highly similar impairments in numerical magnitude processing, despite differences in intellectual ability.…”

Section: Introductionmentioning

confidence: 99%

Symbolic magnitude processing in elementary school children: A group administered paper-and-pencil measure (SYMP Test)

2016

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The ability to compare symbolic numerical magnitudes correlates with children's concurrent and future mathematics achievement. We developed and evaluated a quick timed paper-and-pencil measure that can easily be used, for example in large-scale research, in which children have to cross out the numerically larger of two Arabic one-and two-digit numbers (SYMP Test). We investigated performance on this test in 1,588 primary school children (Grades 1-6) and examined in each grade its associations with mathematics achievement. The SYMP Test had satisfactory test-retest reliability. The SYMP Test showed significant and stable correlations with mathematics achievement for both one-digit and two-digit comparison, across all grades. This replicates the previously observed association between symbolic numerical magnitude processing and mathematics achievement, but extends it by showing that the association is observed in all grades in primary education and occurs for single-as well as multi-digit processing. Children with mathematical learning difficulties performed significantly lower on one-digit comparison and two-digit comparison in all grades. This all suggests satisfactory construct and criterionrelated validity of the SYMP Test, which can be used in research, when performing large-scale (intervention) studies, and by practitioners, as screening measure to identify children at risk for mathematical difficulties or dyscalculia.

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“…Vanbinst et al . () demonstrated that children with dyscalculia, who exhibited persistent difficulties in arithmetic fact retrieval, performed significantly more poorly on all dimensions of phonological processing, and these differences were significant even when controlling for intelligence quotient (IQ), working memory (WM) capacity or reading achievement. Although it is unlikely that phonological deficit is a core deficit for children with dyscalculia (e.g.…”

Section: Introductionmentioning

confidence: 99%

The effect of phonological processing on mathematics performance in elementary school varies for boys and girls: Fixed‐effects longitudinal analysis

Kuzmina

Иванова

Kaiky

2019

British Educational Res J

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Investigations into the relations between phonological processing and math performance have yielded contradictory results. These contradictions might be related to small sample sizes and/or cross‐sectional designs of previous studies that limited the possibility of generalizing the findings obtained. The first goal of this study was to estimate the effect of phonological processing on number recognition and math performance during the first year of schooling, controlling for reading achievement. The second goal was to examine whether this effect varied for boys and girls. To achieve these goals, we used a large sample of first‐graders (N = 3296, 49% were girls) in Russia and applied fixed effects longitudinal analysis. Participants were assessed twice, at the beginning and at the end of the first grade (mean age was 7.3 years at Time 1). The item response theory scaling procedure was used to estimate individual scores for math performance, number recognition, phonological processing and reading performance. The results revealed that phonological processing had effects on number recognition and math performance. This effect was more salient for number recognition than for math performance, probably due to the greater involvement of the retrieval strategy in number recognition tasks. The results also demonstrated that the effect of phonological processing on number recognition was stronger for girls than for boys.

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Arithmetic strategy development and its domain-specific and domain-general cognitive correlates: A longitudinal study in children with persistent mathematical learning difficulties

Cited by 53 publications

References 67 publications

About why there is a shift from cardinal to ordinal processing in the association with arithmetic between first and second grade

About why there is a shift from cardinal to ordinal processing in the association with arithmetic between first and second grade

Symbolic magnitude processing in elementary school children: A group administered paper-and-pencil measure (SYMP Test)

The effect of phonological processing on mathematics performance in elementary school varies for boys and girls: Fixed‐effects longitudinal analysis

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