Acuity of the Approximate Number System and Preschoolers' Quantitative Development

Autor/inn/en	van Marle, Kristy; Chu, Felicia W.; Li, Yaoran; Geary, David C.
Titel	Acuity of the Approximate Number System and Preschoolers' Quantitative Development
Quelle	In: Developmental Science, 17 (2014) 4, S.492-505 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.12143
Schlagwörter	Preschool Children; Child Development; Number Systems; Numeracy; Correlation; Mathematics Achievement; Predictor Variables; Knowledge Level; Gender Differences; Age Differences; Executive Function; Educational Attainment; Intelligence Quotient; Parent Background + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Number system; Zahlensystem; Rechenkompetenz; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Prädiktor; Wissensbasis; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Intelligenzquotient; Elternhaus
Abstract	The study assessed the relations among acuity of the inherent approximate number system (ANS), performance on measures of symbolic quantitative knowledge, and mathematics achievement for a sample of 138 (64 boys) preschoolers. The Weber fraction (a measure of ANS acuity) and associated task accuracy were significantly correlated with mathematics achievement following one year of preschool, and predicted performance on measures of children's explicit knowledge of Arabic numerals, number words, and cardinal value, controlling for age, sex, parental education, intelligence, executive control, and preliteracy knowledge. The relation between ANS acuity, as measured by the Weber fraction and task accuracy, and mathematics achievement was fully mediated by children's performance on the symbolic quantitative tasks, with knowledge of cardinal value emerging as a particularly important mediator. The overall pattern suggests that ANS acuity facilitates the early learning of symbolic quantitative knowledge and indirectly influences mathematics achievement through this knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10