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.

scholarly journals Bridging psychological and educational research on rational number knowledge

2018 ◽  
Vol 4 (1) ◽  
pp. 84-106 ◽  
Author(s):  
Xenia Vamvakoussi ◽  
Konstantinos P. Christou ◽  
Stella Vosniadou
Keyword(s):  
Educational Research ◽  
Research Program ◽  
Rational Number ◽  
Numerical Cognition ◽  
Developmental Psychology ◽  
Theory Approach ◽  
Numerical Development ◽  
Integrated Theory ◽  
And Mathematics ◽  
Number Knowledge

In this paper we focus on the development of rational number knowledge and present three research programs that illustrate the possibility of bridging research between the fields of cognitive developmental psychology and mathematics education. The first is a research program theoretically grounded in the framework theory approach to conceptual change. This program focuses on the interference of prior natural number knowledge in the development of rational number learning. The other two are the research program by Moss and colleagues that uses Case’s theory of cognitive development to develop and test a curriculum for learning fractions, and the research program by Siegler and colleagues, who attempt to formulate an integrated theory of numerical development. We will discuss the similarities and differences between these approaches as a means of identifying potential meeting points between psychological and educational research on numerical cognition and in an effort to bridge research between the two fields for the benefit of rational number instruction.

scholarly journals The role of theory of mind and learning of children with autism spectrum disorders in classroom settings

2020 ◽  
Vol 22 (1) ◽  
pp. 10-26 ◽  
Author(s):  
Kelly Whalon ◽  
Sarah K. Cox
Keyword(s):  
Academic Performance ◽  
Social Cognition ◽  
Theory Of Mind ◽  
Social Competence ◽  
Autism Spectrum ◽  
Academic Skill ◽  
Educational Strategies ◽  
Academic Instruction ◽  
And Mathematics

Developing social competence is inherently difficult for learners with autism spectrum disorder (ASD). These challenges related to social competence are often attributed to social cognition including Theory of Mind (ToM) and not only interfere with the ability to attain and maintain social relationships but can also hinder academic performance. Educators are responsible and accountable for improving the academic performance of children with ASD and because of this emphasis on academic instruction, interventions that address social cognition including ToM may be overlooked in classroom settings. Yet, the influence of ToM and social cognition on both social and academic performance makes it essential that educators begin to address these skills early and in classroom settings. The purpose of this paper is to review the ToM construct as well as the links between ToM and the academic skill development of learners with ASD. This article includes examples of evidence-based educational strategies (i.e., reading and mathematics) for students with ASD and explain how these strategies may also support ToM.

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.

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

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.

Testing the sociometer: The role of self-esteem as a domain specific mediator

2007 ◽  
Author(s):  
P. S. Kavanagh ◽  
G. J. O. Fletcher ◽  
B. J. Ellis
Keyword(s):  
Self Esteem ◽  
Domain Specific

When Do Auditors Use Specialists' Work to Improve Problem Representations of and Judgments about Complex Estimates?

2017 ◽  
Vol 93 (4) ◽  
pp. 177-202 ◽  
Author(s):  
Emily E. Griffith
Keyword(s):  
Pattern Recognition ◽  
Situational Factors ◽  
Situational Factor ◽  
High Quality ◽  
Quality Audit ◽  
Domain Specific ◽  
Epistemic Motivation ◽  
Specific Expertise ◽  
Problem Representations

ABSTRACT Auditors are more likely to identify misstatements in complex estimates if they recognize problematic patterns among an estimate's underlying assumptions. Rich problem representations aid pattern recognition, but auditors likely have difficulty developing them given auditors' limited domain-specific expertise in this area. In two experiments, I predict and find that a relational cue in a specialist's work highlighting aggressive assumptions improves auditors' problem representations and subsequent judgments about estimates. However, this improvement only occurs when a situational factor (e.g., risk) increases auditors' epistemic motivation to incorporate the cue into their problem representations. These results suggest that auditors do not always respond to cues in specialists' work. More generally, this study highlights the role of situational factors in increasing auditors' epistemic motivation to develop rich problem representations, which contribute to high-quality audit judgments in this and other domains where pattern recognition is important.

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