Daisy Powell

The Contributions of Domain-General and Numerical Factors to Third-Grade Arithmetic Skills and Mathematical Learning Disability

Explanations of the marked individual differences in elementary school mathematical achievement and mathematical learning disability (MLD or dyscalculia) have involved domain-general factors (working memory, reasoning, processing speed, and oral language) and numerical factors that include single-digit processing efficiency and multidigit skills such as number system knowledge and estimation. This study of 3rd graders (N = 258) finds both domain-general and numerical factors contribute independently to explaining variation in 3 significant arithmetic skills: basic calculation fluency, written multidigit computation, and arithmetic word problems. Estimation accuracy and number system knowledge show the strongest associations with every skill, and their contributions are independent of both each other and other factors. Different domain-general factors independently account for variation in each skill. Numeral comparison, a single digit processing skill, uniquely accounts for variation in basic calculation. Subsamples of children with MLD (at or below 10th percentile, n = 29) are compared with low achievement (LA, 11th to 25th percentiles, n = 42) and typical achievement (above 25th percentile, n = 187). Examination of these and subsets with persistent difficulties supports a multiple deficits view of number difficulties: Most children with number difficulties exhibit deficits in both domain-general and numerical factors. The only factor deficit common to all persistent MLD children is in multidigit skills. These findings indicate that many factors matter but multidigit skills matter most in 3rd grade mathematical achievement.

Visual processing deficits in children with slow RAN performance

Two groups of 8- to 10-year-olds differing in rapid automatized naming speed but matched for age, verbal and nonverbal ability, phonological awareness, phonological memory, and visual acuity participated in four experiments investigating early visual processing. As low RAN children had significantly slower simple reaction times (SRT) this was entered as a covariate in all subsequent data analyses. Low RAN children were significantly slower to make same/different judgments to simple visual features, non-nameable letter-like forms and letters, with difference in SRT controlled. Speed differences to letter-like forms and letters disappeared once RTs to simple visual features were controlled. We conclude that slow RAN children have difficulty in discriminating simple visual features that cannot be explained in terms of a more general speed of processing deficit, a deficit in making same/different judgments, or to differences in word reading ability.

Deficits in Orthographic Knowledge in Children Poor at Rapid Automatized Naming (RAN) Tasks

The degree to which orthographic knowledge accounts for the link between rapid automatized naming (RAN) and reading is contested, with mixed results reported. This longitudinal study compared two groups of 10- and 11-year-old children, a low RAN group (N = 69) and matched controls (N = 74), on various measures of orthographic knowledge. The low RAN group showed a deficit in orthographic knowledge, both at the level of subword letter sequences and of whole words, as well as an unexpected strength in orthographic learning. Our findings underline the persistence of RAN-related reading problems and raise questions about reading strategies in this group.

Theory of mind in emerging reading comprehension: a longitudinal study of early indirect and direct effects

The relation between childrens theory of mind (ToM) and emerging reading comprehension was investigated in a longitudinal study over 2.5years. A total of 80 children were tested for ToM, decoding, language skills, and executive function (EF) at Time 1 (mean age=3;10 [years;months]). At Time 2 (mean age=6;03), childrens word reading efficiency, language skills, and reading comprehension were measured. Mediation analysis showed that ToM at Time 1, when children were around 4years old, indirectly predicted Time 2 reading comprehension, when children were 6years old, via language ability after controlling for age, nonverbal ability, decoding, EF, and earlier language ability. Importantly, ToM at 4years also directly predicted reading comprehension 2.5years later at 6years. This is the first longitudinal study to show a direct contribution of ToM to reading comprehension in typical development. Findings are discussed in terms of the simple view of reading (SVR); ToM not only supports reading comprehension indirectly by facilitating language but also contributes to it directly over and above the SVR. The potential role of metacognition is considered when accounting for the direct contribution of early ToM to later reading comprehension.

Making gains: the impact of outdoor residential experiences on students’ examination grades and self-efficacy*

Abstract In this paper we explore the role of outdoor residential experiences on the sense of efficacy and examination attainment of a group of under achieving students from socially disadvantaged backgrounds. The article reports on a three year project which focuses on two groups of Year 9 (age 14) to Year 11 (age 16) students. The results reported here strongly suggest that the impact of these visits has been significant in terms of students’ sense of confidence and efficacy and had a statistically significant impact on formal examination results in school. We conclude by suggesting that outdoor residential experiences have real educational value for those that take part and, given the evidence provided, believe this poses an interesting question as to whether the classroom should remain the primary site of learning because of the ways it develops positive outcomes within school.

The relationship between phonological awareness, phonological memory, Rapid Automatized Naming (RAN) and reading in monolingual and bilingual English children

Negative priming is characterized by longer reaction times when responding to stimuli which have been actively ignored recently. A central problem of the interpretation of the NP effect is the lack of agreement about the underlying mechanisms. Over the past 20 years, various theoretical accounts have been developed to explain NP. However, empirical evidence does not clearly favour one theory over the others. One of the reasons why it is so hard to decide between the different theoretical accounts, is the lack of a concrete computational formulation. We therefore developed a general model for stimulus-based action selection which attempts to incorporate all mechanisms relevant to selective attention. The concrete implementation incorporates building blocks for feature detection, feature binding, semantic representation, action planning and episodic memory as well as a control unit that keeps track of higher goals. Reaction time differences in various priming conditions emerge by an interplay of all model components. We present different paradigms of behavioral negative priming experiments and review how the major theories explain decision making and negative priming. After the introduction of the model structure together with its implementation, we point to the behavior of the general model in the different priming conditions and the integration of different theories.Aim of the study is to present six new scales aimed to measure self- and collective efficacy beliefs in three sports: basket, soccer, and athletics. A large group of basket and soccer players, and athletes filled in the new scales measuring seven dimensions of personal efficacy and four dimensions of collective efficacy; questionnaires measuring motivational orientation and team cohesion were also administered. Results demonstrated the good psychometric properties of the scales as well as significant differences due to sex and seniority. Furthermore, athletes’ self-efficacy beliefs positively correlated with achievement motivation, whereas their collective efficacy beliefs were associated with team cohesion.Special Issue: Abstracts of the XXIX International Congress of Psychology, Monday 21st July 2008.