ORIGINAL ARTICLE
The role of neurological soft signs in different mathematical skills in second and third grade children
Dan Cai,
Xingsong Wang,
Li Kong,
Dan Cai
Department of Psychology, Shanghai Normal University, Shanghai, China
Search for more papers by this authorXingsong Wang
Department of Psychology, Shanghai Normal University, Shanghai, China
Search for more papers by this authorCorresponding Author
Li Kong
Department of Psychology, Shanghai Normal University, Shanghai, China
Correspondence
Li Kong, Department of Psychology, Shanghai Normal University, Shanghai, China.
Email: [email protected]
Search for more papers by this authorDan Cai,
Xingsong Wang,
Li Kong,
Dan Cai
Department of Psychology, Shanghai Normal University, Shanghai, China
Search for more papers by this authorXingsong Wang
Department of Psychology, Shanghai Normal University, Shanghai, China
Search for more papers by this authorCorresponding Author
Li Kong
Department of Psychology, Shanghai Normal University, Shanghai, China
Correspondence
Li Kong, Department of Psychology, Shanghai Normal University, Shanghai, China.
Email: [email protected]
Search for more papers by this authorDan Cai and Xingsong Wang contributed equally to this work.
Funding information: National Natural Science Foundation of China, Grant/Award Numbers: 81601170, 82071501, 31600906
Abstract
Neurological soft signs (NSSs) are subtle motor and sensory deficits, and are associated with poor cognitive abilities. Although cognitive ability has been found to be a significant predictor for academic performance in children, it remains unclear whether NSSs could contribute to academic abilities such as mathematical skills, and its contribution varies according to grade level. Therefore, in this cross-sectional study, we examined the relationships between NSSs and different mathematical skills (calculation fluency, numerical operations, and mathematical problem-solving) in 105 Chinese children (Mean age = 7.76 years, SD age = 0.67 years; 52 from second grade, 53 from third grade; 56 boys and 49 girls) recruited from a primary public school located in Shanghai. The results of regression analyses revealed that NSSs significantly predicted calculation fluency (β = −.32, p < .050), numerical operations (β = −.38, p < .050), and mathematical problem-solving (β = −0.40, p < .010) in second but not third grade, even controlling for cognitive processes. Our results implicate that NSSs could be a potential predictor for mathematical skills in the early years of primary school.
CONFLICT OF INTEREST
All authors report no potential conflicts of interest.
Supporting Information
| Filename | Description |
|---|---|
| pchj507-sup-0001-supinfo.docxWord 2007 document , 26 KB | Table S1. Correlations between NSSs, cognitive processes and mathematical skills in the total sample. Table S2. Hierarchical regression analyses with NSSs in mathematical skills in the total sample. Table S3. Hierarchical regression analyses with NSSs in mathematical skills with the addition of PASS cognitive processes in the total sample. |
Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.
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