Contribution of Finger Gnosia and Fine Motor Skills to Early Numerical and Arithmetic Abilities: New Insights from 3D Motion Analyses

Autor/inn/en	Neveu, Maëlle; Schwartz, Cédric; Vossius, Line; Rousselle, Laurence
Titel	Contribution of Finger Gnosia and Fine Motor Skills to Early Numerical and Arithmetic Abilities: New Insights from 3D Motion Analyses
Quelle	In: Developmental Psychology, 59 (2023) 12, S.2356-2366 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neveu, Maëlle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001660
Schlagwörter	Psychomotor Skills; Arithmetic; Mathematics Skills; Numeracy; Preschool Children; Predictor Variables; Perceptual Development; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prädiktor; Wahrnehmungsentwicklung; Ausland; Belgien
Abstract	Finger gnosia and fine motor skills (FMS) are assumed to play a key role in the development of arithmetic abilities, but their contribution to early numerical skills (i.e., enumeration skills and cardinality) has received little attention so far. The purpose of this study was to investigate the predictive value of finger gnosia and FMS to enumeration, cardinal, and arithmetical abilities and how these different dimensions contribute to arithmetic development. Overall, 3- to 5-year-old preschoolers were asked to perform tasks assessing enumeration, cardinality, and early arithmetic, as well as finger gnosia and FMS. FMS, involving either static or dynamic fine finger movement, were examined using 3D motion analyses. Using hierarchical regression, FMS were found to be the best predictor of both cardinality and early arithmetic skills, while finger gnosia did not predict the additional variance of arithmetic performance when FMS and age were considered in the regression model. Moreover, neither finger gnosia nor FMS were significant predictors of enumeration. Mediation analyses indicated that knowledge of the cardinal principle fully mediates the relationship between FMS and arithmetic skills, suggesting that FMS contribute to cardinal principle knowledge development, which would be a gateway to more complex arithmetical processing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01