Preventive Effect of a 7-Week App-Based Passive Psychoeducational Stress Management Program on Students.

Passive psychoeducation is an easily accessible and cost-effective self-guided intervention that does not use elements of active psychotherapies or require homework. The present study aimed to investigate the acceptability and efficacy of a 7-week app-based passive psychoeducation stress management program to promote adaptive emotion regulation and coping skills in university students (i.e., 80% psychology students). Participants were tested via Lime-Survey® at pre- and post-test with the Depression Anxiety Stress Scale-21 (DASS-21), the Response Styles Questionnaire (RSQ), and the Emotion Regulation Questionnaire (ERQ). A stratified permutation block randomization by age, gender, and the DASS-21 stress subscale was performed. Each week, the psychoeducation group (n = 123) received different psychoeducation modules. At the end of each module, participants answered questions about their satisfaction with each module and adherence to psychoeducation. The control group (n = 130) received no intervention. The psychoeducation program led to a significant improvement in the adaptive emotion regulation strategy: "reappraisal" (p = 0.004) and a significant reduction in the dysfunctional coping style: "symptom-related rumination" (p = 0.01) but not to a significant reduction in depression, anxiety, and stress scores compared to the control group. Thus, the present study might demonstrate a preventive effect of an app-based passive psychoeducation program in students with low clinically relevant psychopathological symptoms.

Children's spatial language skills predict their verbal number skills: A longitudinal study.

The process of number symbolization is assumed to be critically influenced by the acquisition of so-called verbal number skills (e.g., verbally reciting the number chain and naming Arabic numerals). For the acquisition of these verbal number skills, verbal and visuospatial skills are discussed as contributing factors. In this context, children's verbal number skills have been found to be associated with their concurrent spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind). In a longitudinal study with three measurement times (T1, T2, T3) at an interval of about 6 months, we evaluated the predictive role of preschool children's (mean age at T1: 3 years and 10 months) spatial language skills for the acquisition of verbal number skills. Children's spatial language skills at T2 significantly predicted their verbal number skills at T3, when controlling for influences of important covariates such as vocabulary knowledge. In addition, further analyses replicated previous results indicating that children's spatial language skills at T2 were associated with their verbal number skills at T2. Exploratory analyses further revealed that children's verbal number skills at T1 predict their spatial language at T2. Results suggests that better spatial language skills at the age of 4 years facilitate the future acquisition of verbal number skills.

Embodied numerical representations and their association with multi-digit arithmetic performance.

There is a well-documented association between fingers and numbers, which was claimed to stem from the use of finger-based strategies for counting and calculating during childhood. Recently, it has been argued that this may lead to a concomitant activation of finger-based alongside other numerical representations when encountering single-digit numbers. Indeed, the occurrence of such a co-activation is supported by observed influences of finger counting habits on different numerical tasks, including single-digit arithmetic problem solving. In this study, we pursued the question whether the influence of finger-based representations on arithmetic generalizes to multi-digit arithmetic by investigating the association between the recognition of canonical and non-canonical finger patterns and multi-digit arithmetic in adults. Results indicated that canonical finger-based numerical representations were significantly associated with addition performance only, whereas non-canonical finger-based representations were associated significantly with all four arithmetic operations. We argue that, because non-canonical patterns do not benefit from the iconicity of canonical patterns, their magnitude may need to be constructed through magnitude manipulation which may in turn increase associations with mental arithmetic. In sum, our findings provide converging evidence for a functional association between finger-based representations and arithmetic performance.

More than simple facts: cross-linguistic differences in place-value processing in arithmetic fact retrieval.

Linguistic specificities such as the inversion property of number words (e.g., in German 43 is spoken dreiundvierzig, literally three and  forty) moderate Arabic number processing. So far, cross-linguistic studies have mostly focused on inversion-related effects on simple (e.g., number comparison) and calculation-based (e.g., multi-digit addition) magnitude processing of numerical information. Despite the assumption that multiplication facts are represented in verbal format, not much attention has been paid to inversion-related influences on multiplication fact retrieval. Accordingly, the current study evaluated inversion-related effects on the processing of place-value information in multiplication. In a verification paradigm, the decade consistency effect (i.e., more errors when the decade of a solution probe shares the decade digit with the correct solution) was larger for English- than German-speaking participants for table-related probes. Processing of decade digits might be prioritised in English-speaking participants because the decade digit is named first in English number words, whereas in German number words the unit digit is named first. Our results indicate that (1) the influence of specificities of a verbal number word formation on place-value processing generalise to arithmetic fact retrieval and (2) inversion of number words might even be advantageous in specific cases.

Differential Development of Children's Understanding of the Cardinality of Small Numbers and Zero.

Counting and the understanding of cardinality are important steps in children's numerical development. Recent studies have indicated that language and visuospatial abilities play an important role in the development of children's cardinal knowledge of small numbers. However, predictors for the knowledge about zero were usually not considered in these studies. Therefore, the present study investigated whether the acquisition of cardinality knowledge on small numbers and the concept of zero share cross-domain and domain-specific numerical predictors. Particular interest was paid to the question whether visuospatial abilities - in addition to language abilities - were associated with children's understanding of small numbers and zero. Accordingly, we assessed kindergarteners aged 4 to 5 years in terms of their understanding of small numbers and zero as well as their visuospatial, general language, counting, Arabic number identification abilities, and their finger number knowledge. We observed significant zero-order correlations of vocabulary, number identification, finger knowledge, and counting abilities with children's knowledge about zero as well as understanding of the cardinality of small numbers. Subsequent regression analyses substantiated the influences of counting abilities on knowledge about zero and the influences of both counting abilities and finger knowledge on children's understanding of the cardinality of small numbers. No significant influences of cross-domain predictors were observed. In sum, these results indicate that domain-specific numerical precursor skills seem to be more important for children's development of an understanding of the cardinality of small numbers as well as of the concept of zero than the more proximal cross-domain abilities such as language and visuospatial abilities.