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Your search keyword '"Christine Schiltz"' showing total 2 results
Start Over Author "Christine Schiltz" Journal acta psychologica
2 results on '"Christine Schiltz"'

1. Learning mathematics with shackles: How lower reading comprehension in the language of mathematics instruction accounts for lower mathematics achievement in speakers of different home languages

Author

Max Greisen, Carrie Georges, Caroline Hornung, Philipp Sonnleitner, and Christine Schiltz

Subjects
Assessment, Mathematics, Reading, Language, Multilingual, Education, Psychology, BF1-990
Abstract

Achievement in mathematics has been shown to partially depend on verbal skills. In multilingual educational settings, varying language proficiencies might therefore contribute to differences in mathematics achievement. We explored the relationship between mathematics achievement and language competency in terms of home language and instruction language proficiency in the highly multilingual society of Luxembourg. We focussed on third graders' linguistic and mathematical achievement and used data from the national school monitoring program from two consecutive years to assess the influence of children's language profiles on reading comprehension in German (the instruction language) and mathematics performance. Results were similar for both cohorts. Regression analysis indicated that German reading comprehension was a significant predictor of mathematics achievement when accounting for both home language group and socioeconomic status. Moreover, mediation analysis showed that lower mathematics achievement of students with a home language that is very different from the instruction language relative to the Luxembourgish reference group were significantly mediated by achievement in German reading comprehension. These findings show that differences in mathematics achievement between speakers of a home language that is similar to the instruction language and speakers of distant home languages can be explained by their underachievement in reading comprehension in the instruction language. Possible explanations for varying performance patterns between language groups and solutions are being discussed.

Published
2021
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2. Relationships between number and space processing in adults with and without dyscalculia

Author

Christine Schiltz, Romain Martin, and Christophe Mussolin

Subjects
Adult, Male, Adolescent, Bisection, Magnitude (mathematics), Experimental and Cognitive Psychology, Dyscalculia, Space (commercial competition), Arabic numerals, Developmental psychology, Judgment, Arts and Humanities (miscellaneous), Developmental and Educational Psychology, medicine, Reaction Time, Humans, Problem Solving, Contrast (statistics), Space perception, General Medicine, Middle Aged, medicine.disease, Range (mathematics), Space Perception, Female, Psychology
Abstract

A large body of evidence indicates clear relationships between number and space processing in healthy and brain-damaged adults, as well as in children. The present paper addressed this issue regarding atypical math development. Adults with a diagnosis of dyscalculia (DYS) during childhood were compared to adults with average or high abilities in mathematics across two bisection tasks. Participants were presented with Arabic number triplets and had to judge either the number magnitude or the spatial location of the middle number relative to the two outer numbers. For the numerical judgment, adults with DYS were slower than both groups of control peers. They were also more strongly affected by the factors related to number magnitude such as the range of the triplets or the distance between the middle number and the real arithmetical mean. By contrast, adults with DYS were as accurate and fast as adults who never experienced math disability when they had to make a spatial judgment. Moreover, number-space congruency affected performance similarly in the three experimental groups. These findings support the hypothesis of a deficit of number magnitude representation in DYS with a relative preservation of some spatial mechanisms in DYS. Results are discussed in terms of direct and indirect number-space interactions.

Published
2011

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