Developmental Relations Among Motor and Cognitive Processes and Mathematics Skills.
This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty-five 5-year-olds (kindergarteners) and one hundred nineteen 6-year-olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed.
University of Virginia.
Helyn
0000-0001-7680-3035
H
Kim
University of Virginia.
Chelsea A K
CAK
Duran
University at Buffalo, State University of New York.
Claire E
CE
Cameron
University of Virginia.
David
D
Grissmer
D001288:Attention / Q000502:physiology*; D002648:Child; D002657:Child Development / Q000502:physiology*; D002675:Child, Preschool; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D008433:Mathematics; D009048:Motor Skills / Q000502:physiology; D010364:Pattern Recognition, Visual / Q000502:physiology*; D011597:Psychomotor Performance / Q000502:physiology*