Not Just IQ: Patterning Predicts Preschoolers’ Math Knowledge Beyond Fluid Reasoning

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.

Acknowledgments

The authors thank Emily Litzow, Sophie Apple, Lauren Schmidt, and Addison Armstrong for their assistance with data collection and coding as well as the staff, teachers, and children at A. Z. Kelley Elementary School, Hull Jackson Montessori School, Belmont Day School, Blakemore Children’s Center, and Holly Street Daycare for participating in this research.

Disclosure statement

No potential conflict of interest was reported by the authors.

Open Scholarship

This article has earned the Center for Open Science badge for Open Materials. The materials are openly accessible at https://osf.io/hetd5 (Zippert, Clayback, & Rittle-Johnson, 2019).

Additional information

Funding

Research supported by Institute of Education Sciences grant R305A160132 to Bethany Rittle-Johnson.