Developmental Relations among Motor and Cognitive Processes and Mathematics Skills

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Additional Information
    • Availability:
      Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: [email protected]; Web site: http://www.wiley.com/WileyCDA
    • Peer Reviewed:
      Y
    • Source:
      19
    • Sponsoring Agency:
      National Science Foundation (NSF)
      Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
      Institute of Education Sciences (ED)
    • Contract Number:
      REAL1252463
      5RC1HD0653402
      R305B090002
    • Education Level:
      Kindergarten
    • Subject Terms:
      Child Development; Visual Perception; Psychomotor Skills; Attention; Mathematics Skills; Young Children; Kindergarten; Grade 1; Longitudinal Studies; Correlation; Age Differences; Grade 2; Grade 3; Developmental Stages; Cognitive Processes
    • Accession Number:
      10.1111/cdev.12752
    • ISSN:
      0009-3920
    • Abstract:
      This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty-five 5-year-olds (kindergarteners) and one hundred nineteen 6-year-olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed.
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2018
    • Accession Number:
      EJ1172408