Investigating the modality specific cognitive abilities predictive of arithmetic competence, using a developmental trajectories approach

Mathematics is complex, with multiple cognitive abilities utilised to solve even relatively simple problems. Research highlights working memory, executive function, intelligence, and numerical acuity as possible predictors of mathematical ability however, findings are inconsistent. While the impact of modality of stimuli presentation has been investigated for working memory and intelligence, it is limited for executive functioning and numerical acuity, with much research focussed on atypical mathematical development, particularly populations with visuospatial deficits. The current study examines which modality specific cognitive abilities are predictive of arithmetic ability in three populations: the general population, girls with Turner syndrome, and children with maths learning disabilities (N = 214; M = 11.5 years, SD = 3.9) Phase one, a quasi-experimental study, investigates pathways between intelligence, executive functions, number cognition, and arithmetic competence in both auditory and visual modalities, for children (N = 182) across development (4- to 18- years; M = 11.6 years, SD = 4.1). Structural equation modelling highlighted direct paths between modality specific latent executive functioning and working memory variables, and arithmetic ability, with the visual latent variable showing the strongest associations (auditory: B = .40; visual: B = .57). Paths between intelligence and age were indirect. Given its complexity, looking to identify a single construct that underpins mathematical outcomes may be erroneous. Phase two looked to identify differential patterns of development between arithmetic and bimodal cognitive predictors, for each disorder group and a matched typically developing group (Turner syndrome: n = 32; typical development matched with Turner syndrome: n = 32; maths learning disability; n = 40; typical development matched with maths learning disability: n = 40), within a developmental trajectories approach. Despite similar difficulties in arithmetic, differential areas of deficit were observed. Deficits were related to both visual and verbal abilities. Findings highlight the importance of future research overtly considering modality when investigating the cognitive underpinnings of maths ability. Additionally, executive functioning and working memory were found to be a group of abilities with a strong association to arithmetic ability in both typical and atypical development.

Name dc:type.qualificationname

Doctor of Philosophy (PhD)

Level dc:type.qualificationlevel

Doctoral

Grantor dc:publisher.institution

University of Cambridge

Year dc:date.issued

2020

Author dc:creator

• Penford, Rosemary Clare

Advisor dc:contributor.advisor

• Gibson, Jenny

• Arithmetic ability
• executive functioning
• modality

Licence

• https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/c116a4a7-a9e6-4034-ad26-ef89b2244855/download
• https://www.rioxx.net/licenses/all-rights-reserved/

Language dc:language

en

DOI dc:identifier.doi

https://doi.org/10.17863/CAM.51869

OAI identifier oai:identifier

oai:www.repository.cam.ac.uk:1810/304787