title: Refining the quantitative pathway of the Pathways to Mathematics model.
abstract: In the current study, we adopted the Pathways to Mathematics model of LeFevre et al. (2010). In this model, there are three cognitive domains--labeled as the quantitative, linguistic, and working memory pathways--that make unique contributions to children's mathematical development. We attempted to refine the quantitative pathway by combining children's (N=141 in Grades 2 and 3) subitizing, counting, and symbolic magnitude comparison skills using principal components analysis. The quantitative pathway was examined in relation to dependent numerical measures (backward counting, arithmetic fluency, calculation, and number system knowledge) and a dependent reading measure, while simultaneously accounting for linguistic and working memory skills. Analyses controlled for processing speed, parental education, and gender. We hypothesized that the quantitative, linguistic, and working memory pathways would account for unique variance in the numerical outcomes; this was the case for backward counting and arithmetic fluency. However, only the quantitative and linguistic pathways (not working memory) accounted for unique variance in calculation and number system knowledge. Not surprisingly, only the linguistic pathway accounted for unique variance in the reading measure. These findings suggest that the relative contributions of quantitative, linguistic, and working memory skills vary depending on the specific cognitive task.
authors.affiliation: Department of Psychology, Carleton University, Ottawa, Ontario K1S 5B61, Canada. Electronic address: carla.sowinski@carleton.ca.
authors.forename: Carla
authors.initials: C
authors.lastname: Sowinski
authors.affiliation: Department of Psychology and Institute of Cognitive Science, Carleton University, Ottawa, Ontario K1S 5B61, Canada.
authors.forename: Jo-Anne
authors.initials: JA
authors.lastname: LeFevre
authors.affiliation: Faculty of Education, University of Winnipeg, Winnipeg, Manitoba R3B 2E9, Canada.
authors.forename: Sheri-Lynn
authors.initials: SL
authors.lastname: Skwarchuk
authors.affiliation: Department of Psychology and Institute of Cognitive Science, Carleton University, Ottawa, Ontario K1S 5B61, Canada.
authors.forename: Deepthi
authors.initials: D
authors.lastname: Kamawar
authors.affiliation: Department of Psychology, University of Alberta, Edmonton, Alberta T6G 0N4, Canada.
authors.forename: Jeffrey
authors.initials: J
authors.lastname: Bisanz
authors.affiliation: Department of Psychology, Trent University, Peterborough, Ontario K9J 7B8, Canada.
authors.forename: Brenda
authors.initials: B
authors.lastname: Smith-Chant
mesh_terms: D000124:Achievement; D002648:Child; D002657:Child Development; D003071:Cognition; D005260:Female; D006801:Humans; D008037:Linguistics; D008297:Male; D008433:Mathematics; D008570:Memory, Short-Term; D008960:Models, Psychological
keywords: Cognitive ability; Linguistic skills; Mathematics; Numeracy; Quantitative skills; Working memory