Directionality in the Interrelations between Approximate Number, Verbal Number, and Mathematics in Preschool-Aged Children

Autor/inn/en	Mou, Yi; Zhang, Bo; Hyde, Daniel C.
Titel	Directionality in the Interrelations between Approximate Number, Verbal Number, and Mathematics in Preschool-Aged Children
Quelle	In: Child Development, 94 (2023) 2, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mou, Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13879
Schlagwörter	Preschool Children; Numeracy; Number Concepts; Mathematics Skills; Knowledge Level; Language Skills; Verbal Communication; Cultural Influences + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rechenkompetenz; Number concept; Zahlbegriff; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wissensbasis; Language skill; Sprachkompetenz; Cultural influence; Kultureinfluss
Abstract	A fundamental question in numerical development concerns the directional relation between an early-emerging non-verbal approximate number system (ANS) and culturally acquired verbal number and mathematics knowledge. Using path models on longitudinal data collected in preschool children (M[subscript age] = 3.86 years; N = 216; 99 males; 80.8% White; 10.8% Multiracial, 3.8% Latino; 1.9% Black; collected 2013-2017) over 1 year, this study showed that earlier verbal number knowledge was associated with later ANS precision (average [beta] = 0.32), even after controlling for baseline differences in numerical, general cognitive, and language abilities. In contrast, earlier ANS precision was not associated with later verbal number knowledge ([beta] = -0.07) or mathematics abilities (average [beta] = 0.10). These results suggest that learning about verbal numbers is associated with a sharpening of pre-existing non-verbal numerical abilities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01