id: 06603204
dt: j
an: 2016e.00571
au: Tobia, Valentina; Bonifacci, Paola; Marzocchi, Gian Marco
ti: Concurrent and longitudinal predictors of calculation skills in
preschoolers.
so: Eur. J. Psychol. Educ. 31, No. 2, 155-174 (2016).
py: 2016
pu: Springer Netherlands, Dordrecht; Instituto Superior de Psicologia Aplicada
(ISPA), Lisboa
la: EN
cc: F31 F21 C41 C31
ut: early calculation; early numerical abilities; mathematics achievement;
concurrent predictors; longitudinal predictors
ci:
li: doi:10.1007/s10212-015-0260-y
ab: Summary: Early calculation abilities in preschoolers are predictive of
mathematics achievement in subsequent grades. Two studies were
conducted to evaluate concurrent and longitudinal predictors of early
calculation skills. In the first study, 102 preschoolers (57.8 \%
female; $\text{mean age} = 60.57 \pm 8.66 \text{ months}$) were given
vocabulary, language comprehension, and verbal working memory tasks and
a test battery that evaluated components of early number competence
(quantity comparison, counting, number line, size seriation, semantic
knowledge of digits, visual-spatial memory). The children were also
asked to complete early calculation tasks, including addition and
subtraction calculations. The results of this task constituted the
dependent variable. The results showed that vocabulary, size seriation,
and visual-spatial memory were significant concurrent predictors of
early calculation competence. In the second study, 43 children
completed the early number competence battery at time 1 (53.5 \%
female; $\text{mean age} = 59.30 \pm 3.46 \text{ months}$) and the
linguistic and early calculation tasks at time 2, about 10 months later
($\text{mean age} = 69.43 \pm 3.31 \text{ months}$). The analysis of
the longitudinal predictors of early calculation showed significant
effects for counting and size seriation. The implications for preschool
assessment and intervention are discussed.
rv: