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).

Language does arithmetic: linguistic differences in children's place-value processing.

The representation and retrieval of multiplication facts is dependent on linguistic specificities such as number word inversion (i.e., 23 is spoken dreiundzwanzig in German which translates to three and twenty).

Mental simulation and its influence on finger-based numerical representations.

Background: There is evidence indicating beneficial effects of mental simulation on athletic and musical performance. We evaluated whether such beneficial effects of mental simulation generalize to the cognitive domain in terms of embodied (finger-based) numerical representations.

Methods: We assessed 70 preschoolers (36 girls, mean age 5;9) on tasks assessing different basic numerical skills (e.

Quality of cochlear implant rehabilitation under COVID-19 conditions.

Background: The rehabilitation process following cochlear implant (CI) surgery is carried out in a multimodal therapy according to German national guidelines and includes technical and medical aftercare. In times of the corona pandemic surgery and rehabilitation appointments were cancelled or delayed leading to a more difficult access to auditory rehabilitation. Newly implemented hygiene modalities due to the SARS-CoV‑2 pandemic have changed medical aftercare and the rehabilitation process.

Mastery of structured quantities like finger or dice patterns predict arithmetic performance.

In the present study, we investigated whether structured quantities like finger or dice patterns are enumerated better than unstructured quantities because they may not require counting. Moreover, we hypothesized children's mastery of structured quantities to predict their later arithmetic performance longitudinally. In particular, we expected that children more proficient in enumerating structured quantities early in their numerical development, should develop more effective calculation strategies later because they may rely on counting less.