许多研究表明语音加工和空间注意是数学发展的认知基础。本项纵向研究旨在探究语音加工和空间注意对数学表现的不同贡献，并分析数字加工在其中的中介作用。研究在第一阶段招募了184名幼儿园儿童，对其语音意识、语音记忆、快速命名、视觉空间画板和持续性注意进行测试；三年后再测试简单加法、非符号比较、数字识别、应用题和多位数计算能力。路径分析结果表明，在三种语音加工技能中，幼儿园阶段的语音意识显著预测小学阶段的应用题解决能力。此外，简单加法在视觉空间工作记忆和多位数算术之间起到了中介作用，而数字识别在持续性注意和应用题解决之间起到了中介作用。相反，数字加工技能在语音加工和数学表现之间无显著中介作用。本研究的结果强调了语音加工和空间注意在数字加工和数学认知发展中的重要性。

This longitudinal study examined how phonological processing and spatial attention skills contributed differently to mathematical performance. We assessed 184 Chinese children’s phonological awareness, phonological memory, RAN, visual-spatial sketchpad, and sustained attention at senior kindergarten. Three years later they were assessed with simple addition, non-symbolic comparison, number identification, word problem, and multi-digit arithmetic in grade 3. Path analysis revealed that among the three phonological processing skills, phonological awareness in kindergarten directly predicted later word problem solving. Furthermore, simple addition mediated the relationship between visual-spatial working memory and multi-digit arithmetic, while, number identification mediated the relationship between sustained attention and word problems. In contrast, number processing skills failed to mediate the relationship between phonological processing with mathematics performance. The results highlight the importance of phonological processing and spatial attention in number processing and mathematics.