Fischer Ursula, Suggate Sebastian P, Stoeger Heidrun
Department of Sport Science, University of Konstanz, Konstanz, Germany.
Thurgau University of Teacher Education, Kreuzlingen, Switzerland.
Front Psychol. 2020 Jun 3;11:1143. doi: 10.3389/fpsyg.2020.01143. eCollection 2020.
Understanding number magnitude is an important prerequisite for children's mathematical development. One early experience that contributes to this understanding is the common practice of finger counting. Recent research suggested that through repeated finger counting, children internalize their fingers as representations of number magnitude. Furthermore, finger counting habits have been proposed to predict concurrent and future mathematical performance. However, little is known about how finger-based number representations are formed and by which processes they could influence mathematical development. Regarding the emergence of finger-based number representations, it is likely that they result from repeated practice of finger counting. Accordingly, children need sufficient fine motor skills (FMS) to successfully count on their fingers. However, the role that different types of FMS (such as dexterity and graphomotor skills) might play in the development of finger-based number representations is still unknown. In the current study, we investigated (a) whether children's FMS (dexterity and graphomotor skills) are associated with their emerging finger-based number representations (ordinal and cardinal), (b) whether FMS explain variance in children's finger-based number representations beyond the influence of general cognitive skills, and (c) whether the association between FMS and numerical skills is mediated by finger-based representations. We tested associations between preschool children's ( = 80) FMS (dexterity and graphomotor skills), finger-based number representations, and numerical skills. Furthermore, visuo-spatial working memory and nonverbal intelligence were controlled for. Dexterity was related to children's finger-based number representations as well as numerical skills after controlling for chronological age, but not after also controlling for cognitive skills. Moreover, the relationship between dexterity and numerical skills was mediated by finger-based number representations. No such associations were observed for graphomotor skills. These results suggest that dexterity plays a role in children's development of finger-based number representations, which in turn contribute to their numerical skills. Possible explanations are discussed.
理解数字大小是儿童数学发展的重要前提。有助于这种理解的一种早期体验是常见的手指计数做法。最近的研究表明，通过反复手指计数，儿童将手指内化为数字大小的表征。此外，有人提出手指计数习惯可以预测当前和未来的数学表现。然而，关于基于手指的数字表征是如何形成的，以及它们通过哪些过程影响数学发展，我们知之甚少。关于基于手指的数字表征的出现，它们很可能是手指计数反复练习的结果。因此，儿童需要足够的精细运动技能（FMS）才能成功地用手指计数。然而，不同类型的精细运动技能（如灵活性和书写运动技能）在基于手指的数字表征发展中可能发挥的作用仍然未知。在当前的研究中，我们调查了：（a）儿童的精细运动技能（灵活性和书写运动技能）是否与其新兴的基于手指的数字表征（序数和基数）相关；（b）精细运动技能是否能在一般认知技能的影响之外解释儿童基于手指的数字表征的差异；以及（c）精细运动技能与数字技能之间的关联是否由基于手指的表征介导。我们测试了学龄前儿童（=80）的精细运动技能（灵活性和书写运动技能）、基于手指的数字表征和数字技能之间的关联。此外，还控制了视觉空间工作记忆和非言语智力。在控制了实际年龄后，灵活性与儿童基于手指的数字表征以及数字技能相关，但在也控制了认知技能后则不相关。此外，灵活性与数字技能之间的关系由基于手指的数字表征介导。对于书写运动技能，未观察到此类关联。这些结果表明，灵活性在儿童基于手指的数字表征发展中发挥作用，进而有助于他们的数字技能。文中讨论了可能的解释。
