Pathways to arithmetic: The role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic

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Longitudinal contributions of executive functioning and visual-spatial skills to mathematics learning in young Chinese children (2019, methodology): “The task has been widely used to examine Chinese young children’s visual-spatial skills (e.g. Chung et al., 2017; Linn & Petersen, 1985; Zhang, 2016; Zhang & Lin, 2015, 2017).”
Training early visuo-spatial abilities: A controlled classroom-based intervention study (2019, methodology): “…value of early VSA for arithmetic has been reported in several studies (Casey et al., 2014; Gunderson, Ramirez, Beilock, & Levine, 2012; LeFevre et al., 2010; Verdine, Golinkoff, Hirsh-Pasek, Newcombe, Filipowicz, et al., 2014; Verdine, Irwin, Golinkoff, & Hirsh-Pasek, 2014; Zhang & Lin, 2015).”
Does growth rate in spatial ability matter in predicting early arithmetic competence (2017, background): “In a recent study, we assessed spatial perception ability in a sample of Chinese 4-year-olds and examined its relation with their arithmetic competence one year later (Zhang & Lin, 2015).”