Pellizzoni Sandra, Granello Federica, Cuder Alessandro, Doz Eleonora, Passolunghi Maria Chiara
Department of Life Sciences, University of Trieste, via Weiss 21, Trieste, Italy.
Psychol Res. 2025 Jun 4;89(3):108. doi: 10.1007/s00426-025-02142-z.
Number line knowledge is widely recognized as a strong predictor of children's math achievement. In this longitudinal study, we investigated the interplay between domain-general (i.e., visuospatial working memory) and domain specific indicators (i.e., verbal counting, one-to-one counting) of number line knowledge in children attending the second and third year of preschool. A total of 135 children underwent assessments in two phases (T1 and T2), five months apart. At T1 children were tested on visuospatial WM, verbal counting, one-to-one counting, and number line knowledge. At T2, the evaluation of number line knowledge was repeated. Path analysis revealed that children's visuospatial WM predicted number line knowledge at T2, both directly and indirectly through the mediators of verbal counting and number line knowledge at T1. Findings suggest visuospatial WM is essential for acquiring number line knowledge and that verbal counting may serve as a strategy for estimating number positions in number line tasks. The implications of these findings for early math education in preschool settings are discussed.
数轴知识被广泛认为是儿童数学成绩的有力预测指标。在这项纵向研究中，我们调查了处于学前教育第二年和第三年的儿童在一般领域（即视觉空间工作记忆）和数轴知识的特定领域指标（即口头计数、一一对应计数）之间的相互作用。共有135名儿童分两个阶段（T1和T2）接受评估，时间间隔为五个月。在T1阶段，对儿童进行视觉空间工作记忆、口头计数、一一对应计数和数轴知识测试。在T2阶段，重复数轴知识评估。路径分析表明，儿童的视觉空间工作记忆在T2阶段直接和通过T1阶段的口头计数和数轴知识中介间接预测数轴知识。研究结果表明，视觉空间工作记忆对于获取数轴知识至关重要，并且口头计数可能作为数轴任务中估计数字位置的一种策略。讨论了这些发现对学前教育早期数学教育的意义。
