Shared Developmental Trajectories for Fractional Reasoning and Fine Motor Ability in 4 and 5 Year Olds

被引:5
作者
Clark, Lindsey [1 ]
Shelley-Tremblay, John [1 ]
Cwikla, Julie [2 ]
机构
[1] Univ S Alabama, Dept Psychol, Mobile, AL 36688 USA
[2] Univ Southern Mississippi, Creat & Innovat STEM, Hattiesburg, MS 39406 USA
关键词
numerical cognition; fractional reasoning; fine motor ability; gesture;
D O I
10.3390/bs11020026
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
We investigated preschool-aged children's understanding of early fractional tasks and how that performance correlates with fine motor skills and use of gestures while counting. Participants were 33 preschoolers aged 4 to 5 in two Southeastern public elementary schools. Children were tested individually in an interview-like setting. Mathematics tasks were presented in a paper and pencil format and the Grooved Pegboard test assessed fine motor skills. Finally, utilization of gestures was evaluated by taking a behavioral rating of the child's hand morphology, accuracy of gestures, and synchrony of gestures and spoken word while performing a counting task. Results indicate that performance on fractional reasoning tasks significantly predicts both fine motor ability and accuracy of gestures.
引用
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页数:23
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