scholarly journals Cross- and Within-Domain Associations of Early Reading and Mathematical Skills: Changes Across the Preschool Years

2021 ◽  
Vol 12 ◽  
Author(s):  
Fu Yu Kwok ◽  
Rebecca Bull ◽  
David Muñez
Keyword(s):  
Phonological Awareness ◽  
Formal Education ◽  
Early Reading ◽  
Cognitive Correlates ◽  
Domain Specific ◽  
Cross Domain ◽  
Reading Abilities ◽  
Reading And Math ◽  
And Mathematics

Existing research has mainly examined the role of cognitive correlates of early reading and mathematics from a stationary perspective that does not consider how these skills unfold and interact over time. This approach constraints the interpretation of cross-domain associations and the specificity of domain-specific covariates. In this study, we disentangle the role of these predictors and investigate cross-domain associations between reading, math, and two related domain-specific predictors (phonological awareness and fluency with number sets) over the kindergarten years (n=512, Mage=54months, SDage=3.5, 52% females). Results reveal that the overlap between reading and math skills changes over development. Reciprocal associations between reading and math abilities are observed at earlier stages; then, reading abilities become the lead force. Findings also show that phonological awareness and fluency with number sets are domain-specific predictors that do not contribute to cross-domain gains in academic skills. Indeed, there is a trend for domain-specific skills to be more strongly related to achievement at the beginning of formal education than at the beginning of kindergarten, which suggests an increasing differentiation of domains over the kindergarten years. Such findings have implications for the timing and nature of interventions that aim to support children’s reading and mathematical development.

Outcomes of Organizational and Community Embeddedness: A Conservation of Resources Perspective

2020 ◽  
pp. 105960112096356
Author(s):  
Barjinder Singh ◽  
Margaret Shaffer ◽  
Thirumalai Thattai Rajan Selvarajan
Keyword(s):  
Underlying Mechanism ◽  
Future Research ◽  
Conservation Of Resources ◽  
Mediating Role ◽  
Domain Specific ◽  
Community Embeddedness ◽  
Cross Domain ◽  
Community Outcomes ◽  
Psychological Flourishing

Drawing on Conservation of Resources and spillover theories, we empirically examine work and community outcomes of both organizational and community embeddedness and the underlying mechanism whereby the two forms of embeddedness influence both domain-specific and cross-domain outcomes. With data from 165 matched pairs of employees and their colleagues from a Midwestern US organization, we found that organizational and community embeddedness influence specific individual behaviors both within and across their respective domains. Additionally, we found support for the mediating role of psychological flourishing in the relationships between embeddedness and various organizational and community outcomes. We discuss the theoretical contributions and practical implications of our findings, as well as suggestions for future research.

scholarly journals Visuo-spatial processes as a domain-general factor impacting numerical development in atypical populations

2017 ◽  
Vol 3 (2) ◽  
pp. 344-364 ◽  
Author(s):  
Virginie Crollen ◽  
Olivier Collignon ◽  
Marie-Pascale Noël
Keyword(s):  
Numerical Cognition ◽  
Verbal Learning ◽  
General Factor ◽  
Learning Disorder ◽  
Spatial Processes ◽  
Educational Strategies ◽  
Domain Specific ◽  
Numerical Development ◽  
And Mathematics

In the past few years, the role of both domain-specific and domain-general factors on numerical development and mathematics achievement has been debated. In this paper, we focus on the role of visuo-spatial processes. We will more particularly review the numerical abilities of populations presenting atypical visuo-spatial processes: individuals with blindness, hemineglect, children presenting low visuo-spatial abilities, non-verbal learning disorder or Williams syndrome. We will show that math abilities of each population are relatively unique and are not necessarily associated with generalized math impairment. We will show that a better understanding of the strengths and weaknesses of each population gives further insights into our conceptual understanding of the development of numerical cognition. We will finally demonstrate how the comparison across disorders can impact on practical rehabilitation and educational strategies.

Cross-domain thinking: Common representation format or generalized mapping process?

2002 ◽  
Vol 25 (6) ◽  
pp. 683-684
Author(s):  
Peter F. Dominey
Keyword(s):  
Analogical Reasoning ◽  
Specific Data ◽  
Domain Specific ◽  
Cross Domain ◽  
Common Representation ◽  
Mapping Process ◽  
The Common ◽  
Process Oriented

In Carruthers’ formulation, cross-domain thinking requires translation of domain specific data into a common format, and linguistic LF thus plays the role of the common medium of exchange. Alternatively, I propose a process-oriented characterization, in which there is no common representation and cross-domain thinking is rather the process of establishing mappings across domains, as in the process of analogical reasoning.

scholarly journals Cross-domain associations of key cognitive correlates of early reading and early arithmetic in 5-year-olds

2020 ◽  
Vol 51 ◽  
pp. 144-152 ◽  
Author(s):  
Kiran Vanbinst ◽  
Elsje van Bergen ◽  
Pol Ghesquière ◽  
Bert De Smedt
Keyword(s):  
Early Reading ◽  
Cognitive Correlates ◽  
Cross Domain

Maladaptive motivational style: the role of domain specific task demand in English and mathematics

1996 ◽  
Vol 66 (2) ◽  
pp. 197-207 ◽  
Author(s):  
David Galloway ◽  
Elizabeth L. Leo ◽  
Colin Rogers ◽  
Derrick Armstrong
Keyword(s):  
Task Demand ◽  
Specific Task ◽  
Domain Specific ◽  
Motivational Style ◽  
And Mathematics

scholarly journals Why Self-Report Measures of Self-Control and Inhibition Tasks Do Not Substantially Correlate

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Lasse Wennerhold ◽  
Malte Friese
Keyword(s):  
Behavioral Inhibition ◽  
Self Control ◽  
Self Report ◽  
Theoretical Construct ◽  
Maximum Performance ◽  
Domain Specific ◽  
Cross Domain ◽  
Single Versus ◽  
Substantial Degree

Trait self-control is often defined as the ability to inhibit dominant responses including thoughts, emotions, and behavioral impulses. Despite the pivotal role of inhibition for trait self-control, a growing body of evidence found small-to-zero correlations between self-report measures of trait self-control and behavioral inhibition tasks. These observations seem puzzling considering that both types of measures are often seen as operationalizations of the same or at least closely related theoretical constructs. Previous explanations for this non-correspondence focused on psychometric properties of the measures. Here, we discuss three further factors that may explain the empirical non-correspondence between trait self-control scales and behavioral inhibition tasks: (1) the distinction between typical and maximum performance, (2) the measurement of single versus repeated performance, and (3) differences between impulses in different domains. Specifically, we argue that a) self-report measures of trait self-control are designed to assess typical performance, and relative to these, behavioral inhibition tasks are designed to assess maximum performance; b) self-report measures of trait self-control capture central tendencies of aggregates of many different instances of behavior, whereas behavioral inhibition tasks are momentary, one-time state measures; and c) most self-report measures of trait self-control are designed to measure general, cross-domain inhibition, whereas behavioral inhibition tasks also measure narrower, domain-specific inhibition to a substantial degree. In conclusion, we argue that it is implausible to hypothesize more than a low correlation between self-report measures of trait self-control and behavioral inhibition tasks as they genuinely focus on different aspects of the theoretical construct of self-control. We also discuss the broader implications of these issues for self-control as a theoretical construct and its appropriate measurement.

Early Reading Abilities of Bilingual Children With Nonsyndromic Orofacial Clefts

2017 ◽  
Vol 55 (2) ◽  
pp. 259-268
Author(s):  
Michelle Heng Yue Cheong ◽  
Selena Ee-Li Young ◽  
Dawn Patricia Chuan Yu Young ◽  
Mary Lay Choo Lee ◽  
Susan Jane Rickard Liow
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
Early Reading ◽  
Treatment Center ◽  
Bilingual Children ◽  
Language Dominance ◽  
Reading Accuracy ◽  
Cognitive Linguistic ◽  
Reading Abilities ◽  
Wide Range

Objective: To investigate the early reading abilities, and related cognitive-linguistic processes, in bilingual children with nonsyndromic cleft lip and/or palate (CL/P), and to identify deficits that might be amenable to intervention. Design and Participants: Bilingual participants with CL/P aged 5 to 6 years who were English-dominant ( n=17) or Mandarin-dominant ( n=18) were recruited using consecutive sampling from a national cleft treatment center and matched pairwise to a sample of typically developing (TD) children on language dominance, age, and socioeconomic status. All participants were assessed in English on single-word reading accuracy using the Wide Range Achievement Test (4th Ed), and key cognitive-linguistic factors associated with reading development: phonological awareness, rapid automatized naming (RAN), receptive and expressive vocabulary, and verbal short-term and working memory. Results: CL/P and TD groups were compared within language dominance group (Mandarin or English) for all measures. The Mandarin-dominant CL/P group had significantly poorer reading accuracy and phonological awareness than their TD peers. Additionally, regardless of language dominance, faster RAN correlated significantly with better reading accuracy in both the CL/P groups but not the TD groups. Conclusions: Children with CL/P who are learning English as a second language are at greater risk of reading difficulties. Furthermore, the cognitive-linguistic processes underlying early reading in bilingual children with CL/P differ from those of their TD peers. Routine screening and tailored intervention is advisable.

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

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