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Cognitive Processing

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10.07.2023 | Research Article

Visual perception and linguistic abilities, not quantitative knowledge, count in geometric knowledge of kindergarten children

verfasst von: Kaichun Liu, Xiaohan Huang, Xiujie Yang

Erschienen in: Cognitive Processing | Ausgabe 4/2023

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Abstract

Geometric knowledge is one of the important mathematical skills acquired by children at a young age and is a major area of future mathematical learning; however, there is no direct research on the factors influencing kindergarteners’ early geometric knowledge. The pathways model to mathematics was modified to examine the cognitive mechanisms underlying geometric knowledge in Chinese kindergarten children aged 5–7 (n = 99). Quantitative knowledge, visual-spatial processing, and linguistic abilities were stepped into hierarchical multiple regression models. The results revealed that after age, sex, and nonverbal intelligence were statistically controlled, visual perception, phonological awareness, and rapid automatized naming in linguistic abilities significantly predicted the variation in geometric knowledge. For quantitative knowledge, neither dot comparison nor number comparison test could be a significant precursor of geometry skills. The findings indicate that visual perception and linguistic abilities, not quantitative knowledge, account for the geometric knowledge of kindergarten children.

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Titel: Visual perception and linguistic abilities, not quantitative knowledge, count in geometric knowledge of kindergarten children
verfasst von: Kaichun Liu
Xiaohan Huang
Xiujie Yang
Publikationsdatum: 10.07.2023
Verlag: Springer Berlin Heidelberg
Erschienen in: Cognitive Processing / Ausgabe 4/2023
Print ISSN: 1612-4782
Elektronische ISSN: 1612-4790
DOI: https://doi.org/10.1007/s10339-023-01145-1

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