{"title":"Direct and indirect associations between parents’ and children’s literacy and numeracy skills: A longitudinal study in Hong Kong Chinese families","authors":"Anna Jia-Jun Zhang , Urs Maurer , Catherine McBride , Tomohiro Inoue","doi":"10.1016/j.cogdev.2025.101605","DOIUrl":null,"url":null,"abstract":"<div><div>We examined the relationship between parents’ and children’s literacy and numeracy and whether the relationship was mediated by children’s cognitive skills. One hundred and thirty Hong Kong Chinese children (mean age = 6 years and 3 months, 51.5 % female) were assessed on nonverbal IQ, phonological awareness (PA), and rapid automatized naming (RAN), and one year later on word reading and arithmetic calculation. Their parents were also tested on word dictation and arithmetic calculation. Results showed that parents’ dictation was weakly but consistently associated with children’s word reading. In contrast, parents’ arithmetic calculation was not consistently associated with children’s arithmetic calculation. RAN predicted both literacy and numeracy, whereas neither RAN nor PA mediated the relationship between parents’ and children’s academic skills. These findings suggest that while children’s literacy and numeracy may partly share similar cognitive underpinnings, their intergenerational association may be generally weak and primarily domain-specific.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101605"},"PeriodicalIF":1.8000,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognitive Development","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0885201425000644","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
We examined the relationship between parents’ and children’s literacy and numeracy and whether the relationship was mediated by children’s cognitive skills. One hundred and thirty Hong Kong Chinese children (mean age = 6 years and 3 months, 51.5 % female) were assessed on nonverbal IQ, phonological awareness (PA), and rapid automatized naming (RAN), and one year later on word reading and arithmetic calculation. Their parents were also tested on word dictation and arithmetic calculation. Results showed that parents’ dictation was weakly but consistently associated with children’s word reading. In contrast, parents’ arithmetic calculation was not consistently associated with children’s arithmetic calculation. RAN predicted both literacy and numeracy, whereas neither RAN nor PA mediated the relationship between parents’ and children’s academic skills. These findings suggest that while children’s literacy and numeracy may partly share similar cognitive underpinnings, their intergenerational association may be generally weak and primarily domain-specific.
期刊介绍:
Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.