Phonological processing and spatial attention contribute to mathematics performance in different ways: A 3-year longitudinal study

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Research Quarterly Pub Date : 2024-02-09 DOI:10.1016/j.ecresq.2024.01.010

Xiangzhi Meng , Li Zhao , Xin Chen , Chi Zhang , Yuewei Cao , Xiujie Yang

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Abstract

This longitudinal study aimed to investigate the differential contributions of phonological processing and spatial attention skills to mathematical performance in Chinese children. The study involved the assessment of 184 children's phonological awareness, phonological memory, rapid automatized naming (RAN), visual-spatial sketchpad, and sustained attention during their kindergarten. Three years later, the same children were evaluated on tasks related to simple addition, non-symbolic comparison, number identification, complex word problems, and multi-digit arithmetic. Through path analysis, the study revealed that phonological awareness in kindergarten directly predicted later word problem-solving abilities. Additionally, simple addition mediated the relationship between visual-spatial working memory and multi-digit arithmetic performance, while number identification mediated the relationship between sustained attention and complex word problems. However, number processing skills did not mediate the relationship between phonological processing and mathematics performance. These findings contribute to our understanding of the complex interplay between visual-spatial skills, phonological processing skills, number processing, and mathematics performance.

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语音加工和空间注意力以不同方式影响数学成绩：为期三年的纵向研究

这项纵向研究旨在探讨语音处理和空间注意能力对中国儿童数学成绩的不同贡献。研究对184名儿童在幼儿园期间的语音意识、语音记忆、快速自动命名（RAN）、视觉空间素描板和持续注意力进行了评估。三年后，这些儿童接受了与简单加法、非符号比较、数字识别、复杂文字问题和多位数算术有关的任务评估。通过路径分析，研究发现幼儿园时期的语音意识直接预示着儿童日后解决文字问题的能力。此外，简单加法在视觉空间工作记忆和多位数算术成绩之间起中介作用，而数字识别在持续注意力和复杂文字问题之间起中介作用。然而，数字处理能力并不能调节语音处理与数学成绩之间的关系。这些发现有助于我们理解视觉空间技能、语音处理技能、数字处理和数学成绩之间复杂的相互作用。

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.