ABSTRACT Preschoolers’ patterning skills are predictive of their concurrent and later math knowledge; however, it is unclear if patterning is only a proxy for general intelligence, or how it might support specific math skills. The current study examined the relation between 66 preschool children’s patterning skills and their general cognitive abilities, including fluid reasoning, working memory, and spatial skill. Further, the link between patterning and general math knowledge and specific math skills (i.e., numeracy and shape knowledge) was examined. Children’s patterning skills were significantly but only moderately linked to their performance on general cognitive ability measures (e.g., fluid reasoning). Further, beyond the effects of these general cognitive abilities, patterning significantly predicted both general math and numeracy knowledge, as well as verbal calculation and magnitude comparison. Thus, although patterning skills related to measures of general cognitive ability, patterning was a unique contributor to children’s general math and numeracy knowledge and specific math skills. Theories of math development and early math standards should thus be modified to emphasize the role of children’s patterning skills to their math development.

中文翻译：

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不仅仅是智商：模式预测学龄前儿童的数学知识超越流体推理

摘要 学龄前儿童的模式技能可以预测他们同时掌握和以后掌握的数学知识；然而，目前还不清楚模式是否只是一般智力的代表，或者它如何支持特定的数学技能。目前的研究调查了 66 名学龄前儿童的模式技能与其一般认知能力之间的关系，包括流体推理、工作记忆和空间技能。此外，研究了模式化和一般数学知识与特定数学技能（即计算和形状知识）之间的联系。儿童的模式技能与他们在一般认知能力测量（例如，流体推理）上的表现有显着但仅适度相关。此外，除了这些一般认知能力的影响之外，模式化显着预测了一般数学和算术知识，以及口头计算和量级比较。因此，虽然模式化技能与一般认知能力的测量有关，但模式化是儿童一般数学和算术知识以及特定数学技能的独特贡献者。因此，应修改数学发展理论和早期数学标准，以强调儿童的模式技能对其数学发展的作用。