ArticlePsychological research2025
Longitudinal relationships between visuospatial working memory, verbal counting and number line knowledge in preschoolers.
Article in Psychological research, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Specific Contributions of Basic Numerical Skills and Working Memory to Mathematics Skills in Primary School.Journal of Intelligence · 2026Article
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Number line knowledge is widely recognized as a strong predictor of children's math achievement. In this longitudinal study, we investigated the interplay between domain-general (i.e., visuospatial working memory) and domain specific indicators (i.e., verbal counting, one-to-one counting) of number line knowledge in children attending the second and third year of preschool. A total of 135 children underwent assessments in two phases (T1 and T2), five months apart. At T1 children were tested on visuospatial WM, verbal counting, one-to-one counting, and number line knowledge. At T2, the evaluation of number line knowledge was repeated. Path analysis revealed that children's visuospatial WM predicted number line knowledge at T2, both directly and indirectly through the mediators of verbal counting and number line knowledge at T1. Findings suggest visuospatial WM is essential for acquiring number line knowledge and that verbal counting may serve as a strategy for estimating number positions in number line tasks. The implications of these findings for early math education in preschool settings are discussed.
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