Exploring Cognitive Predictors: Examining Varied Impact on Early Number Skills in a Longitudinal Study

Authors

  • Anna M. C. Karlsson Orcid
    Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
  • Kenny Skagerlund Orcid
    Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden; JEDILab, Division of Economics, Department of Management and Engineering, Linköping University, Linköping, Sweden; Center for Social and Affective Neuroscience, Department of Clinical and Experimental Medicine, Linköping University, Linköping, Sweden
  • Mikael Skagenholt Orcid
    Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden; JEDILab, Division of Economics, Department of Management and Engineering, Linköping University, Linköping, Sweden
  • Ulf Träff Orcid
    Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden

Abstract

This longitudinal study investigates the role of domain-general cognitive abilities in predicting domain-specific numerical abilities across early school years. Using von Aster and Shalev's four-step developmental model of numerical cognition (2007) and Ackerman's general theory of skill acquisition (1988), we examined how cognitive abilities (e.g., phonological processing, verbal working memory) contribute to children's counting knowledge, digit magnitude comparison, and number line estimation from kindergarten through second grade. The sample comprised 296 children (50.3% girls), who began participation at approximately six years (Mage = 6.7 years). Findings highlight the influence of domain-general cognitive functions throughout early numerical development. Specifically, phonological processes and processing speed significantly predict prior to formal education, while verbal working memory and nonverbal logical reasoning become more important after starting formal education. While the importance of certain domain-general abilities increases over time, others decline. Our results align with both von Aster and Shalev's (2007) model (positing that cognitive demands increase when learning new, more complex numerical abilities) and with Ackerman's (1988) theory (suggesting that reliance on cognitive abilities decreases as skills become more automated). Together, these frameworks complement each other, offering a comprehensive understanding of how cognitive abilities support numerical development. Our study highlights the important role of early cognitive abilities in forming the foundation for successively more complex numerical skills. While each framework provides valuable insights, integrating them may better capture the complexities of early numerical development. These findings emphasize the varying roles of domain-general cognitive abilities and the nuanced trajectories depicted by these theoretical models.