Journal article

Publication year: 2013

Pages: 408-424

Journal: British Journal of Developmental Psychology

Volume number: 31

Issue number: 4

ISSN: 0261-510X

eISSN: 2044-835X

DOI Link: https://doi.org/10.1111/bjdp.12016

Publisher: Wiley

Abstract: 
In this study, the interdependencies among phonological awareness, verbal working memory components, and early numerical skills in children 1year before school entry are addressed. Early numerical skills were conceptualized as quantity-number competencies (QNC) at both basic (QNC Level 1) and advanced (QNC Level 2) levels. In a sample of 1,343 children aged 5 and 6, structural equation modelling provided support for the isolated number words hypothesis (Krajewski & Schneider, 2009, J.Exp. Child Psychol., 103, 516-531). This hypothesis claims that phonological awareness contributes to the acquisition of QNC Level 1, such as learning the number word sequence, but not of QNC Level 2, which requires the linkage of number words to quantities. In addition, phonological awareness relied on verbal working memory, especially with regard to the phonological loop, central executive, and episodic buffer. The results were congruent with the idea that phonological awareness mediates the impact of verbal working memory on QNCs. The relationships between verbal working memory, phonological awareness, and QNCs were comparable in monolingual and bilingual children.

Harvard Citation style: Michalczyk, K., Krajewski, K., Pressler, A. and Hasselhorn, M. (2013) The relationships between quantity-number competencies, working memory, and phonological awareness in 5- and 6-year-olds, British Journal of Developmental Psychology, 31(4), pp. 408-424. https://doi.org/10.1111/bjdp.12016

APA Citation style: Michalczyk, K., Krajewski, K., Pressler, A., & Hasselhorn, M. (2013). The relationships between quantity-number competencies, working memory, and phonological awareness in 5- and 6-year-olds. British Journal of Developmental Psychology. 31(4), 408-424. https://doi.org/10.1111/bjdp.12016