Number Sense at 12 Months Predicts 4-Year-Olds' Maths Skills

Autor/inn/en	Decarli, Gisella; Zingaro, Donatella; Surian, Luca; Piazza, Manuela
Titel	Number Sense at 12 Months Predicts 4-Year-Olds' Maths Skills
Quelle	In: Developmental Science, 26 (2023) 6, (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Decarli, Gisella) ORCID (Zingaro, Donatella)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.13386
Schlagwörter	Infants; Numeracy; Young Children; Mathematics Achievement; Intelligence; Inhibition; Executive Function; Predictor Variables + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Rechenkompetenz; Frühe Kindheit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Intelligenz; Klugheit; Hemmung; Prädiktor
Abstract	Preverbal infants spontaneously represent the number of objects in collections. Is this 'sense of number' (also referred to as Approximate Number System, ANS) part of the cognitive foundations of mathematical skills? Multiple studies reported a correlation between the ANS and mathematical achievement in children. However, some have suggested that such correlation might be mediated by general-purpose inhibitory skills. We addressed the question using a longitudinal approach: we tested the ANS of 60 12 months old infants and, when they were 4 years old (final N = 40), their symbolic math achievement as well as general intelligence and inhibitory skills. Results showed that the ANS at 12 months is a specific predictor of later maths skills independent from general intelligence or inhibitory skills. The correlation between ANS and maths persists when both abilities are measured at four years. These results confirm that the ANS has an early, specific and longstanding relation with mathematical abilities in childhood. (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