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Autor/inn/en | Kim, Helyn; Duran, Chelsea A. K.; Cameron, Claire E.; Grissmer, David |
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Titel | Developmental Relations among Motor and Cognitive Processes and Mathematics Skills |
Quelle | In: Child Development, 89 (2018) 2, S.476-494 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Kim, Helyn) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/cdev.12752 |
Schlagwörter | 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 Kindesentwicklung; Visuelle Wahrnehmung; Psychomotorische Aktivität; Aufmerksamkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Age; Difference; Age difference; Altersunterschied; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Cognitive process; Kognitiver Prozess |
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. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |