献给陈立教授——在陈立教授百岁华诞庆祝大会上的发言

我非常高兴能够在这个喜庆的日子里．与您在一起庆祝您的生日，并带来了国际社会科学理事会对您的祝贺。我要感谢浙江大学邀请我来参加这次活动。     

Über die Umkehrung der Raumlage auf dem Kopf stehender Worte und Figuren in der Wahrnehmung

Ohne Zusammenfassung     

The relationships between quantity‐number competencies,working memory,and phonological awareness in 5‐ and 6‐year‐olds

In this study, the interdependencies among phonological awareness, verbal working memory components, and early numerical skills in children 1 year before school entry are addressed. Early numerical skills were conceptualized as quantity‐number competencies (QNC) at both basic (QNC Level 1) and advanced (QNC Level 2) levels. In a sample of 1,343 children aged 5 and 6, structural equation modelling provided support for the isolated number words hypothesis (Krajewski & Schneider, 2009, J. Exp. Child Psychol., 103, 516–531). This hypothesis claims that phonological awareness contributes to the acquisition of QNC Level 1, such as learning the number word sequence, but not of QNC Level 2, which requires the linkage of number words to quantities. In addition, phonological awareness relied on verbal working memory, especially with regard to the phonological loop, central executive, and episodic buffer. The results were congruent with the idea that phonological awareness mediates the impact of verbal working memory on QNCs. The relationships between verbal working memory, phonological awareness, and QNCs were comparable in monolingual and bilingual children.