Not Just IQ: Patterning Predicts Preschoolers' Math Knowledge Beyond Fluid Reasoning

Preschoolers' patterning skills are predictive of their concurrent and later math knowledge; however, it is unclear if patterning is only a proxy for general intelligence, or how it might support specific math skills. The current study examined the relation between 66 preschool children's...

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Published inJournal of cognition and development Vol. 20; no. 5; pp. 752 - 771
Main Authors Zippert, Erica L., Clayback, Kelsey, Rittle-Johnson, Bethany
Format Journal Article
LanguageEnglish
Published Philadelphia Psychology Press 20.10.2019
Routledge
Taylor & Francis Ltd
Subjects
Alternation learning
Children
Children & youth
Cognition & reasoning
Cognitive Ability
Geometric Concepts
Intelligence
Knowledge
Knowledge Level
Mathematical Concepts
Mathematical Logic
Mathematics Skills
Numeracy
Preschool Children
Preschool Education
Sequential Learning
Short Term Memory
Skills
Spatial Ability
Spatial memory
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Abstract Preschoolers' patterning skills are predictive of their concurrent and later math knowledge; however, it is unclear if patterning is only a proxy for general intelligence, or how it might support specific math skills. The current study examined the relation between 66 preschool children's patterning skills and their general cognitive abilities, including fluid reasoning, working memory, and spatial skill. Further, the link between patterning and general math knowledge and specific math skills (i.e., numeracy and shape knowledge) was examined. Children's patterning skills were significantly but only moderately linked to their performance on general cognitive ability measures (e.g., fluid reasoning). Further, beyond the effects of these general cognitive abilities, patterning significantly predicted both general math and numeracy knowledge, as well as verbal calculation and magnitude comparison. Thus, although patterning skills related to measures of general cognitive ability, patterning was a unique contributor to children's general math and numeracy knowledge and specific math skills. Theories of math development and early math standards should thus be modified to emphasize the role of children's patterning skills to their math development.
AbstractList Preschoolers' patterning skills are predictive of their concurrent and later math knowledge; however, it is unclear if patterning is only a proxy for general intelligence, or how it might support specific math skills. The current study examined the relation between 66 preschool children's patterning skills and their general cognitive abilities, including fluid reasoning, working memory, and spatial skill. Further, the link between patterning and general math knowledge and specific math skills (i.e., numeracy and shape knowledge) was examined. Children's patterning skills were significantly but only moderately linked to their performance on general cognitive ability measures (e.g., fluid reasoning). Further, beyond the effects of these general cognitive abilities, patterning significantly predicted both general math and numeracy knowledge, as well as verbal calculation and magnitude comparison. Thus, although patterning skills related to measures of general cognitive ability, patterning was a unique contributor to children's general math and numeracy knowledge and specific math skills. Theories of math development and early math standards should thus be modified to emphasize the role of children's patterning skills to their math development.
Preschoolers' patterning skills are predictive of their concurrent and later math knowledge; however, it is unclear if patterning is only a proxy for general intelligence, or how it might support specific math skills. The current study examined the relation between 66 preschool children's patterning skills and their general cognitive abilities, including fluid reasoning, working memory, and spatial skill. Further, the link between patterning and general math knowledge and specific math skills (i.e., numeracy and shape knowledge) was examined. Children's patterning skills were significantly but only moderately linked to their performance on general cognitive ability measures (e.g., fluid reasoning). Further, beyond the effects of these general cognitive abilities, patterning significantly predicted both general math and numeracy knowledge, as well as verbal calculation and magnitude comparison. Thus, although patterning skills related to measures of general cognitive ability, patterning was a unique contributor to children's general math and numeracy knowledge and specific math skills. Theories of math development and early math standards should thus be modified to emphasize the role of children's patterning skills to their math development. [For the corresponding grantee submission, see ED599410.]
Audience Preschool Education
Early Childhood Education
Author Rittle-Johnson, Bethany
Clayback, Kelsey
Zippert, Erica L.
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Snippet Preschoolers' patterning skills are predictive of their concurrent and later math knowledge; however, it is unclear if patterning is only a proxy for general...
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SubjectTerms Alternation learning
Children
Children & youth
Cognition & reasoning
Cognitive Ability
Geometric Concepts
Intelligence
Knowledge
Knowledge Level
Mathematical Concepts
Mathematical Logic
Mathematics Skills
Numeracy
Preschool Children
Preschool Education
Sequential Learning
Short Term Memory
Skills
Spatial Ability
Spatial memory
Title Not Just IQ: Patterning Predicts Preschoolers' Math Knowledge Beyond Fluid Reasoning
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