Thesis advisor: Elida V. Laski / This research explored the roles of symbolic mapping and relational thinking in early reading and mathematics learning. It examined whether symbolic mapping and relational thinking were predictive of children’s reading and mathematics knowledge; the extent to which these domain-general cognitive scores explained correlations between the two domains; and whether these cognitive scores mediated relations between verbal intelligence and reading and mathematics. Furthermore, the present research explored whether home learning experiences were predictive of children’s symbolic, relational, reading, and mathematics scores. Participants in Study 1 were 86 preschool children from the Boston area. Children completed an assessment of verbal intelligence and a range of symbolic, relational, reading, and mathematics measures. Results showed that reading and mathematics scores were highly correlated; symbolic and relational scores were predictive of domain-specific performance; and symbolic and relational thinking mediated relations between verbal intelligence and reading and mathematics knowledge. These findings suggest that symbolic mapping and relational thinking may provide foundational cognitive skills that support early learning. Study 2 investigated whether home learning experiences were related to children’s symbolic, relational, reading, and mathematics scores. Participants were the 86 parents of children from Study 1. Parents reported the frequency with which they and their child engaged in various activities. Findings showed a significant relation between symbolic learning experiences and children’s reading and mathematics scores, but no relations between learning experiences and children’s symbolic or relational scores. There was a strong association between parents’ beliefs about the importance of mathematics for kindergarten readiness and children’s reading and mathematics scores. The results suggest that homes rich in symbolic learning experiences may best support children’s early learning, but parental beliefs about mathematics may differentiate highly effective and less effective learning environments. Taken together, these two studies contribute to our understanding of the constructs of symbolic and relational thinking as foundations for early learning in reading and mathematics. Findings are discussed in terms of their implications for improving school readiness via increased intentionality in early educational activities. / Thesis (PhD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.
| Identifer | oai:union.ndltd.org:BOSTON/oai:dlib.bc.edu:bc-ir_105071 |
| Date | January 2016 |
| Creators | Collins, Melissa Anne |
| Publisher | Boston College |
| Source Sets | Boston College |
| Language | English |
| Detected Language | English |
| Type | Text, thesis |
| Format | electronic, application/pdf |
| Rights | Copyright is held by the author, with all rights reserved, unless otherwise noted. |
Page generated in 0.0016 seconds