What is specific and what is shared between numbers and words?

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dc.creatorJulia Beatriz Lopes Silva
dc.creatorRicardo José de Moura
dc.creatorAnnelise Júlio-Costa
dc.creatorGuilherme Maia de Oliveira Wood
dc.creatorJerusa Fumagalli Salles
dc.creatorVitor Geraldi Haase
dc.date.accessioned2023-06-06T20:17:09Z
dc.date.accessioned2025-09-08T23:58:24Z
dc.date.available2023-06-06T20:17:09Z
dc.date.issued2016
dc.description.sponsorshipCNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológico
dc.description.sponsorshipFAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais
dc.description.sponsorshipCAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
dc.format.mimetypepdf
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2016.00022
dc.identifier.issn1664-1078
dc.identifier.urihttps://hdl.handle.net/1843/54604
dc.languagepor
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofFrontiers in Psychology
dc.rightsAcesso Aberto
dc.subjectLeitura
dc.subjectCognição númerica
dc.subjectConsciência
dc.subjectInteligência
dc.subject.otherReading
dc.subject.otherSpelling
dc.subject.otherNumber transcoding
dc.subject.otherPhonemic awareness
dc.subject.otherIntelligence
dc.titleWhat is specific and what is shared between numbers and words?
dc.title.alternativeO que é específico e o que é compartilhado entre números e palavras?
dc.typeArtigo de periódico
local.citation.volume7
local.description.resumoReading and spelling performance have a significant correlation with number transcoding, which is the ability to establish a relationship between the verbal and Arabic representations of numbers, when a conversion of numerical symbols from one notation to the other is necessary. The aim of the present study is to reveal shared and nonshared mechanisms involved in reading and writing of words and Arabic numerals in Brazilian school-aged children. One hundred and seventy-two children from second to fourth grades were evaluated. All of them had normal intelligence. We conducted a series of hierarchical regression models using scores on word spelling and reading single words and Arabic numerals, as dependent variables. As predictor variables we investigated intelligence, the phonological and visuospatial components of working memory (WM) and phonemic awareness. All of the writing and reading tasks (single word spelling and reading as well as number reading and number writing) were significantly correlated to each other. In the regression models, phonological WM was specifically associated to word reading. Phonemic awareness was the only cognitive variable that systematically predicted all of the school skills investigated, both numerical and word tasks. This suggests that phonemic awareness is a modular cognitive ability shared by several school tasks and might be an important factor associated to the comorbidity between dyslexia and dyscalculia.
local.identifier.orcidhttps://orcid.org/0000-0001-9224-3242
local.identifier.orcidhttps://orcid.org/0000-0001-9004-2009
local.identifier.orcidhttps://orcid.org/0000-0001-5055-5336
local.identifier.orcidhttps://orcid.org/0000-0003-0877-488X
local.identifier.orcidhttps://orcid.org/0000-0002-1906-7702
local.publisher.countryBrasil
local.publisher.departmentFAF - DEPARTAMENTO DE PSICOLOGIA
local.publisher.initialsUFMG
local.url.externahttps://www.frontiersin.org/articles/10.3389/fpsyg.2016.00022/full

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