رسالة جامعية
Investigating the modality specific cognitive abilities predictive of arithmetic competence, using a developmental trajectories approach
| العنوان: | Investigating the modality specific cognitive abilities predictive of arithmetic competence, using a developmental trajectories approach |
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| المؤلفون: | Penford, Rosemary Clare |
| بيانات النشر: | Wolfson Education University of Cambridge |
| سنة النشر: | 2020 |
| المجموعة: | Apollo - University of Cambridge Repository |
| مصطلحات موضوعية: | Arithmetic ability, executive functioning, modality |
| الوصف: | Mathematics is complex, with multiple cognitive abilities utilised to solve even relatively simple problems. Research highlights working memory, executive function, intelligence, and numerical acuity as possible predictors of mathematical ability however, findings are inconsistent. While the impact of modality of stimuli presentation has been investigated for working memory and intelligence, it is limited for executive functioning and numerical acuity, with much research focussed on atypical mathematical development, particularly populations with visuospatial deficits. The current study examines which modality specific cognitive abilities are predictive of arithmetic ability in three populations: the general population, girls with Turner syndrome, and children with maths learning disabilities (N = 214; M = 11.5 years, SD = 3.9) Phase one, a quasi-experimental study, investigates pathways between intelligence, executive functions, number cognition, and arithmetic competence in both auditory and visual modalities, for children (N = 182) across development (4- to 18- years; M = 11.6 years, SD = 4.1). Structural equation modelling highlighted direct paths between modality specific latent executive functioning and working memory variables, and arithmetic ability, with the visual latent variable showing the strongest associations (auditory: B = .40; visual: B = .57). Paths between intelligence and age were indirect. Given its complexity, looking to identify a single construct that underpins mathematical outcomes may be erroneous. Phase two looked to identify differential patterns of development between arithmetic and bimodal cognitive predictors, for each disorder group and a matched typically developing group (Turner syndrome: n = 32; typical development matched with Turner syndrome: n = 32; maths learning disability; n = 40; typical development matched with maths learning disability: n = 40), within a developmental trajectories approach. Despite similar difficulties in arithmetic, differential areas of deficit were ... |
| نوع الوثيقة: | doctoral or postdoctoral thesis |
| وصف الملف: | application/pdf |
| اللغة: | English |
| العلاقة: | https://www.repository.cam.ac.uk/handle/1810/304787Test |
| DOI: | 10.17863/CAM.51869 |
| الإتاحة: | https://doi.org/10.17863/CAM.51869Test https://www.repository.cam.ac.uk/handle/1810/304787Test |
| حقوق: | All rights reserved ; https://www.rioxx.net/licenses/all-rights-reservedTest/ |
| رقم الانضمام: | edsbas.7A92710 |
| قاعدة البيانات: | BASE |
| DOI: | 10.17863/CAM.51869 |
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