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Domain-Specific and Domain-General Skills as Predictors of Arithmetic Fluency Development: The Moderating Effect of Gender
| Content Provider | PsyArXiv |
|---|---|
| Author | Mononen, Riikka Korhonen, Johan Hægeland, Karoline Younesi, Matin Goebel, Silke Melanie Niemivirta, Markku |
| Description | We investigated Norwegian children’s (n = 262) development in arithmetic fluency from first to third grade. Children’s arithmetic fluency was measured at four time points, domain-specific (i.e., symbolic number processing and number sequences) and domain-general skills (i.e., working memory, rapid naming, non-verbal reasoning, and sustained attention) once in the first grade. Based on a series of growth mixture models, one developmental trajectory described the data best. Multigroup latent growth curve models showed that girls and boys developed similarly in their arithmetic fluency over time. Symbolic number processing and number sequence skills predicted both the initial level and the growth in arithmetic fluency, and working memory only the initial level, similarly for boys and girls. Mother’s educational level predicted the initial level of boys’ arithmetic fluency and rapid naming predicted the growth for girls. Our findings emphasize the role of domain-specific skills in the development of arithmetic fluency. |
| DOI | 10.31234/osf.io/qt9cn |
| Language | English |
| Publisher Date | 2023-12-25 |
| Access Restriction | Open |
| Rights License | CC-By Attribution 4.0 International |
| Subject Keyword | Social and Behavioral Sciences;Developmental Psychology;Cognitive Development;Educational Psychology;Cognitive Psychology;Learning Arithmetic Fluency Gender Number Sequence Skills Symbolic Number Processing Working Memory |
| Content Type | Text |
| Resource Type | Preprint |
| Subject | Social Sciences Developmental and Educational Psychology Psychology Experimental and Cognitive Psychology |
