The Contributions of Numerosity and Domain-General Abilities to School Readiness [PDF]
Child Development, 2010 Abstract Contributions of domain-general and domain-specific numerical competencies were assessed on first graders’ number combination skill (NC) and word-problem skill (WP). Students (n = 205) between 5 and 7 years of age were assessed on 2 aspects of numerosity, 8 domain-general abilities, NC, and WP.
Lynn S Fuchs +2 more
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Predicting Children’s Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities [PDF]
Frontiers in Psychology, 2016 At the beginning of preschool, we assessed a broad range of quantitative abilities for 100 (43 boys) children, as well as their preliteracy knowledge, intelligence, executive functions, and parental educational background.
Felicia W Chu +3 more
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Domain‐general scientific reasoning abilities in kindergarten independently predict the mathematics ability of elementary school children [PDF]
British Journal of Developmental PsychologyAbstract Whether scientific reasoning is a domain‐general or domain‐specific ability remains controversial. This longitudinal study followed 53 German aged 6–9 years (31 females, 22 males) from kindergarten into elementary school to investigate how kindergarten‐age scientific reasoning, intelligence, and disciplinary knowledge ...
Christopher Osterhaus, Susanne Koerber
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The approximate number system and domain-general abilities as predictors of math ability in children with normal hearing and hearing loss. [PDF]
Br J Dev Psychol, 2018 Many children with hearing loss ( CHL ) show a delay in mathematical achievement compared to children with normal hearing ( CNH ).
Bull R +4 more
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Frontiers in Psychology, 2022 Cardinal number knowledge-understanding “two” refers to sets of two entities-is a critical piece of knowledge that predicts later mathematics achievement.
Meiling Yang, Junying Liang
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British Journal of Educational Psychology, 2023 Abstract Background Children's numerical and arithmetic skills differ greatly already at an early age. Although research focusing on accounting for these large individual differences clearly demonstrates that mathematical performance draws upon several cognitive abilities, our knowledge ...
Ulf Träff +2 more
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Low performance on mathematical tasks in preschoolers: the importance of domain‐general and domain‐specific abilities [PDF]
Journal of Intellectual Disability Research, 2018 AbstractBackgroundDifferent domain‐specific and domain‐general cognitive precursors play a key role in the development of mathematical abilities. The contribution of these domains to mathematical ability changes during development. Primary school‐aged children who show mathematical difficulties form a heterogeneous group, but it is not clear whether ...
Hiwet Mariam Costa, Jo Van Herwegen
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Social functioning profiles, attention skills and learning: what relationships in early childhood? [PDF]
Frontiers in PsychologyBackgroundEarly learning emerges from the interplay between cognitive processes and social experiences. While attention is widely recognized as a core foundation of preschool learning, less is known about whether distinct aspects of attention contribute ...
Elena Commodari +2 more
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Domain-general and domain-specific cognitive factors mediating the relationship between math anxiety and mathematical performance in primary school children [PDF]
Scientific ReportsMath anxiety (MA) has been widely recognized as a barrier to mathematical achievement, yet the cognitive mechanisms underlying its effects on different mathematical outcomes remain poorly understood.
Elora Taieb +5 more
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Knowledge reshapes inquiry by changing question asking ability and impacting academic assessment [PDF]
npj Science of LearningQuestion-asking is central to human communication, cognitive development, and learning. While prior research has examined questioning in controlled, non-longitudinal settings, little is known about how the originality and complexity of the questions ...
Tuval Raz, Yoed N. Kenett
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