TY  - GEN
A1  - Lohse, Karoline
A1  - Sixtus, Elena
A1  - Lonnemann, Jan
T1  - Thinking about time and number
BT  - an application of the dual-systems approach to numerical cognition
T2  - Behavioral and brain sciences : an international journal of current research and theory with open peer commentary
N2  - Based on the notion that time, space, and number are part of a generalized magnitude system, we assume that the dual-systems approach to temporal cognition also applies to numerical cognition. Referring to theoretical models of the development of numerical concepts, we propose that children's early skills in processing numbers can be described analogously to temporal updating and temporal reasoning.
Y1  - 2019
U6  - https://doi.org/10.1017/S0140525X19000475
SN  - 0140-525X
SN  - 1469-1825
VL  - 42
PB  - Cambridge Univ. Press
CY  - New York
ER  - 
TY  - JOUR
A1  - Lonnemann, Jan
A1  - Müller, Christian
A1  - Büttner, Gerhard
A1  - Hasselhorn, Marcus
T1  - The influence of visual-spatial skills on the association between processing of nonsymbolic numerical magnitude and number word sequence skills
JF  - Journal of experimental child psychology
N2  - Nonsymbolic numerical magnitude processing skills are assumed to be fundamental to mathematical learning. Recent findings suggest that visual–spatial skills account for associations between children’s performance in visually presented nonsymbolic numerical magnitude comparison tasks and their performance in visually presented arithmetic tasks. The aim of the current study was to examine whether associations between children’s performance in visually presented tasks assessing nonsymbolic numerical magnitude processing skills and their performance in tasks assessing early mathematical skills, which do not involve visual stimulation, may also be mediated by visual–spatial skills. This line of reasoning is based on the assumption that children make use of mental visualization processes when working on tasks assessing early mathematical skills, such as knowledge of the sequence of number words, even when these tasks do not involve visual stimulation. We assessed 4- to 6-year-old children’s performance in a nonsymbolic numerical magnitude comparison task, in tasks concerning knowledge of the sequence of number words, and in a developmental test to assess visual–spatial skills. Children’s nonsymbolic numerical magnitude processing skills were found to be associated with their number word sequence skills. This association was fully mediated by interindividual differences in visual–spatial skills. The effect size of this mediation effect was small. We assume that the ability to construct mental visualizations constitutes the key factor underlying this mediation effect.
KW  - Approximate number system
KW  - Numerical magnitude processing
KW  - Number word sequence skills
KW  - Visual-spatial skills
KW  - Mental visualization
KW  - Mental number line
Y1  - 2018
U6  - https://doi.org/10.1016/j.jecp.2018.09.018
SN  - 0022-0965
SN  - 1096-0457
VL  - 178
SP  - 184
EP  - 197
PB  - Elsevier
CY  - New York
ER  - 
TY  - JOUR
A1  - Ehm, Jan-Henning
A1  - Lonnemann, Jan
A1  - Brandenburg, Janin
A1  - Huschka, Sina Simone
A1  - Hasselhorn, Marcus
A1  - Lervag, Arne
T1  - Exploring factors underlying children’s acquisition and retrieval of sound sound-symbol association skills
JF  - Journal of experimental child psychology
N2  - Letter knowledge is considered an important cognitive foundation for learning to read. The underlying mechanisms of the association between letter knowledge and reading skills are, however, not fully understood. Acquiring letter knowledge depends on the ability to learn and retrieve sound–symbol pairings. In the current study, this process was explored by setting preschool children’s (N = 242, mean age = 5.57 years) performance in the acquisition and retrieval of a paired associate learning (PAL) task in relation to their letter knowledge as well as to their performance in tasks assessing precursors of reading skills (i.e., phonological awareness, rapid automatized naming, phonological short-term memory, backward recall, and response inhibition). Multiple regression analyses revealed that performance in the acquisition of the PAL task was significantly associated with phonological awareness and backward recall, whereas performance in the retrieval of the PAL task was significantly associated with rapid automatized naming, phonological awareness, and backward recall. Moreover, PAL proved to be mediating the relation between reading precursors and letter knowledge. Together, these findings indicate that the acquisition of letter knowledge may depend on a visual–verbal associative learning mechanism and that different factors contribute to the acquisition and retrieval of such visual–verbal associations.
KW  - Visual-verbal associative learning
KW  - Phonological awareness
KW  - Letter knowledge
KW  - Rapid automatized naming
KW  - Working memory
KW  - Reading
Y1  - 2019
U6  - https://doi.org/10.1016/j.jecp.2018.07.006
SN  - 0022-0965
SN  - 1096-0457
VL  - 177
SP  - 86
EP  - 99
PB  - Elsevier
CY  - New York
ER  -