ERIC Number: ED599410
Record Type: Non-Journal
Publication Date: 2019-Aug
Pages: 38
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
Not Just IQ: Patterning Predicts Preschoolers' Math Knowledge beyond Fluid Reasoning
Zippert, Erica L.; Clayback, Kelsey; Rittle-Johnson, Bethany
Grantee Submission
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. [This paper will be published in "Journal of Cognition and Development."]
Publication Type: Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A160132