Conservation Abilities, Visuospatial Skills, and Numerosity Processing Speed: Association With Math Achievement and Math Difficulties in Elementary School Children

Lambert, Katharina; Spinath, Birgit

doi:10.1177/0022219417690354

Cited by 33 publications

(29 citation statements)

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“…Nonetheless, concrete-operational thinking represents an important prerequisite of formal thinking (Inhelder and Piaget, 1958;Powell and Kalina, 2009). It is associated with a range of learning outcomes and academic achievement (Jordan and Brownlee, 1981;Hattie, 2009), such as maths fluency and maths achievement (conservation ability; Arlin, 1981;Cooper and Schleser, 2006;Ramos-Christian et al, 2008;Krajewski and Schneider, 2009;Wubbena, 2013;Lambert and Spinath, 2018), as well as reading comprehension and reading achievement (conservation and classification ability; Arlin, 1981;Cartwright, 2002;Colé et al, 2014;Cartwright et al, 2017). At the same time, differences in the ability of concrete-operational thinking become clear, as e.g., students with learning disabilities show lower levels of concrete-operational thinking than their peers (Wember, 1986;Riley, 1989;Fakouri, 1991).…”

Section: Concrete-operational Thinkingmentioning

confidence: 99%

The Association of Strategy Use and Concrete-Operational Thinking in Primary School

Börnert-Ringleb

Wilbert

2018

Front. Educ.

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Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first-and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed using the subscales conservation of numbers, classification and sequences of the TEKO. The verbal reports were transcribed and coded with regard to the mental operations applied per task. Data analyses focused on tasks level, resulting in the analyses of N = 240 tasks per subscale. Differences regarding the contribution of isolated and combined mental operations (strategies) to correct solution were observed. Thereby, the results indicate the necessity of selection and integration of appropriate mental operations as strategies. The results offer insights in involved mental operations while solving concrete-operational tasks and depict a contribution to the construction of instructional programs.

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Section: Concrete-operational Thinkingmentioning

confidence: 99%

The Association of Strategy Use and Concrete-Operational Thinking in Primary School

Börnert-Ringleb

Wilbert

2018

Front. Educ.

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“…Hasil penelitian ini sejalan dengan penelitian yang telah dilakukan sebelumnya yang menunjukkan bahwa kemampuan konservasi anak umumnya masih rendah (Funny, 2014;Ramlah, 2015;Arumsari et al, 2014;Lambert & Spinath, 2018;Ashley-Smith, 2016). Dalam penelitian ini lebih dari 50 persen anak usia 7-8 tahun di kabupaten Manggarai (mengacu pada tabel 1) tergolong non-konserver.…”

Section: Hasil Dan Pembahasanunclassified

“…Ketiga tahap pencapaipan konservasi ini sesuai dengan perkembangan kognitif anak. Seiring pengalaman dan kematangan, kemampuan konservasi sederhana yang dimiliki anak pada awal sekolahnya dapat membantunya dalam memahami konsep konservasi yang lebih kompleks (Lambert & Spinath, 2018 (Makur, Prahmana & Gunur, 2018;Mann, 2014;Nafiah, Suyanto, & Yogyakarta, 2014). Selain itu pemahaman terhadap konsep matematika akan lebih mudah dipahami apabila pembelajaran matematika disajikan dengan mengaitkan konsepnya dengan masalah kehidupan sehari-hari (Tik, 2014;Crowley, 2015;Izzati, Ahmad, & Abu, 2010 Novitasari, 2016).…”

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Kemampuan Konservasi Panjang Pada Siswa Usia 6-7

Ramda¹,

Prahmana²,

Mulu³

et al. 2018

Jurnal Pendidikan Matematika dan Sains Matematika

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Penelitian ini bertujuan untuk mendeskripsikan kemampuan konservasi panjang pada siswa yang memiliki usia 6-7 tahun di Kabupaten Manggarai. Penelitian ini merupakan penelitian deskriptif kualitatif dengan sampel yang diambil secara acak sejumlah 80 anak. Siswa yang berusia 6 tahun berjumlah 40 anak, begitu juga dengan siswa yang berumur 7 tahun, yang diambil dari SD di Kabupaten Manggarai. Instrumen yang digunakan dalam penelitian ini berupa angket konservasi panjang yang berisi pernyataan-pernyataan mengenai berbagai kondisi yang menjelaskan konsep konservasi panjang. Setiap anak diberi tes kemampuan konservasi panjang kemudian dilanjutkan dengan wawancara mengenai alasan memberi jawaban pada tes konservasi tersebut. Hasil penelitian menunjukkan bahwa golongan konserver pada siswa yang berusia 6 tahun sebesar 0% dan 7 tahun sebesar 7,5%. Selanjutnya, golongan konserver parsial pada siswa yang berusia 6 tahun sebesar 7,5% dan 7 tahun sebesar 22,5%. Selain itu, untuk golongan non-konserver pada siswa yang berusia 6 tahun sebesar 92,5% dan 7 tahun sebesar 70%. Hasil ini menunjukkan kemampuan konservasi panjang pada siswa yang memiliki usia 6-7 tahun di Kabupaten Manggarai masih rendah dan sebagian besar belum memahami konsep konservasi panjang. Kata kunci: konservasi panjang; siswa usia 6-7 tahun; deskriptif kualitatif The purpose of this study was to describe the ability of Manggaraian children of age six to seven in length conservation area. This research is a qualitative descriptive study. The random sampling technique was used to select 80 children, consisted of 40 children per age. The instrument of this research was a length conservation questionnaire containing statements about conditions that explain the concept of length conservation. Each child was given a length conservation skill test followed by an interview about the reasons for providing answers to the conservation test. The results showed that none of the six-year-old children was conserver, only 7.5% were partial conserver, and 92.5% were non-conserver. For seven-year-old children, 7.5% were conserver, 22.5% were partial, and 70% were non-conserver. These results indicate the lengthy-term conservation ability of children age six to seven in Manggarai Regency is still low and most have not understood the concept of length conservation. Keywords: length conservation; student of age 6 to7; qualitative descriptive

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“…PS deficits have been most commonly associated with specific reading disorder (RD) 12,[15][16][17] , though one study found that the relationship between reading decoding and low PS disappears after the age of eight 3 . Though specific math disorder (MD) is less commonly studied with PS, some studies have found significant PS deficits in children with MD when compared to their typically-developing counterparts 11,18,19 , while others have found no significant differences in PS scores 20,21 .…”

Section: Introductionmentioning

confidence: 99%

“…Of note, inattention has been specifically associated with PS deficits when treated as a dimensional symptom, as well as reading deficits [41][42][43] . Finally, it is worth noting that comorbidity amongst MD, RD, and ADHD has also been associated with low PS, and the relationships between these deficits continue to be explored 19,[22][23][24][25][26] .…”

Section: Introductionmentioning

confidence: 99%

Associations between Processing Speed and Psychopathology in a Transdiagnostic, Pediatric Sample

Kramer

Koo

Restrepo

et al. 2019

Preprint

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Processing speed and psychopathology 2 ABSTRACT Objective. The present study sought to examine the relationships between processing speed (PS), mental health disorders, and learning disorders. Prior work has tended to explore relationships between PS deficits and individual diagnoses (i.e., anxiety, autism, ADHD, depressive) in isolation of one another, often relying on relatively modest sample sizes. In contrast, the present work simultaneously investigated associations between PS deficits and these diagnoses, along with specific learning disabilities (i.e., reading, math), in a large-scale, transdiagnostic, community self-referred sample. Method. A total of 843 children, ages 8-16were included from the Healthy Brain Network (HBN) Biobank. Given the presence of four PS tasks in HBN, principal component analysis (PCA) was employed to create a composite measure that represented the shared variance of the four PS tasks, referred to as PC1.Intraclass correlation coefficient (ICC) between the four PS measures, as well as PC1, were calculated to assess reliability. We then used multiple linear regression models to assess specific relationships between PS deficits and psychiatric diagnoses. Results. ICCs were moderate between WISC-V tasks (0.663), and relatively modest between NIH Toolbox Pattern Comparison and other PS scales (0.14-0.27). Regression analyses revealed specific significant relationships between PS and reading and math disabilities, ADHD-inattentive type (ADHD-I), and ADHD-combined type (ADHD-C). Secondary analyses accounting for inattention dimensionally diminished associations with ADHD-C, but not ADHD-I or specific learning disability subtypes. The present study did not find a significant relationship with Autism Spectrum Disorder after accounting for inattentive symptoms. Consistent with prior work, demographic variables, including sex, socioeconomic status, and motor control exhibited independent relationships with PC1 as well. Discussion. This study provided a comprehensive examination of PS, mental health disorders, and learning disabilities through a transdiagnostic approach. Implications for understanding how PS interacts with a highly Processing speed and psychopathology 3 heterogeneous childhood sample, as well as the need for increased focus on detection of affected populations are discussed. Processing speed and psychopathologyIn this study, using the large-scale, transdiagnostic sample being generated by the Child Mind Institute Healthy Brain Network (HBN) Biobank, we provide a comprehensive examination of associations between PS deficits and mental health disorders. Given that to date, there is no gold standard assessment of PS, we leverage the presence of the four assessments of PS in HBN (NIH Toolbox Pattern Comparison Task (NIH PC), Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) Symbol Search, WISC-V Coding, and a computerized Processing speed and psychopathology 7 adaptation of WISC-IV Symbol Search) to improve the robustness of our assessment of PS.Specifically, we u...

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Conservation Abilities, Visuospatial Skills, and Numerosity Processing Speed: Association With Math Achievement and Math Difficulties in Elementary School Children

Cited by 33 publications

References 50 publications

The Association of Strategy Use and Concrete-Operational Thinking in Primary School

The Association of Strategy Use and Concrete-Operational Thinking in Primary School

Kemampuan Konservasi Panjang Pada Siswa Usia 6-7

Associations between Processing Speed and Psychopathology in a Transdiagnostic, Pediatric Sample

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