Longitudinal relationships between visuospatial working memory, verbal counting and number line knowledge in preschoolers.

IF 2.2 3区心理学 Q2 PSYCHOLOGY, EXPERIMENTAL

Psychological Research-Psychologische Forschung Pub Date : 2025-06-04 DOI:10.1007/s00426-025-02142-z

Sandra Pellizzoni, Federica Granello, Alessandro Cuder, Eleonora Doz, Maria Chiara Passolunghi

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Abstract

Number line knowledge is widely recognized as a strong predictor of children's math achievement. In this longitudinal study, we investigated the interplay between domain-general (i.e., visuospatial working memory) and domain specific indicators (i.e., verbal counting, one-to-one counting) of number line knowledge in children attending the second and third year of preschool. A total of 135 children underwent assessments in two phases (T1 and T2), five months apart. At T1 children were tested on visuospatial WM, verbal counting, one-to-one counting, and number line knowledge. At T2, the evaluation of number line knowledge was repeated. Path analysis revealed that children's visuospatial WM predicted number line knowledge at T2, both directly and indirectly through the mediators of verbal counting and number line knowledge at T1. Findings suggest visuospatial WM is essential for acquiring number line knowledge and that verbal counting may serve as a strategy for estimating number positions in number line tasks. The implications of these findings for early math education in preschool settings are discussed.

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学龄前儿童视觉空间工作记忆、言语计数和数轴知识的纵向关系。

数轴知识被广泛认为是儿童数学成绩的一个强有力的预测指标。在本纵向研究中，我们调查了学龄前二年级和三年级儿童数轴知识的一般领域（即视觉空间工作记忆）和特定领域指标（即言语计数、一对一计数）之间的相互作用。共有135名儿童接受了两个阶段（T1和T2）的评估，间隔5个月。在1岁时，对儿童进行了视觉空间WM、言语计数、一对一计数和数轴知识的测试。T2时，重复数轴知识评价。通径分析显示，儿童视觉空间WM通过语言计数和T1数轴知识直接或间接地预测T2数轴知识。研究结果表明，视觉空间WM对于获取数轴知识至关重要，言语计数可以作为估计数轴任务中数字位置的一种策略。本文还讨论了这些发现对学前早期数学教育的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychological Research-Psychologische Forschung PSYCHOLOGY, EXPERIMENTAL-

CiteScore

5.10

自引率

8.70%

发文量

137

期刊介绍： Psychological Research/Psychologische Forschung publishes articles that contribute to a basic understanding of human perception, attention, memory, and action. The Journal is devoted to the dissemination of knowledge based on firm experimental ground, but not to particular approaches or schools of thought. Theoretical and historical papers are welcome to the extent that they serve this general purpose; papers of an applied nature are acceptable if they contribute to basic understanding or serve to bridge the often felt gap between basic and applied research in the field covered by the Journal.