Bidirectional, Longitudinal Associations between Math Ability and Approximate Number System Precision in Childhood

Autor/inn/en	Elliott, Leanne; Feigenson, Lisa; Halberda, Justin; Libertus, Melissa E.
Titel	Bidirectional, Longitudinal Associations between Math Ability and Approximate Number System Precision in Childhood
Quelle	In: Journal of Cognition and Development, 20 (2019) 1, S.56-74 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2018.1551218
Schlagwörter	Child Development; Correlation; Numeracy; Mathematics Skills; Schemata (Cognition); Task Analysis; Prediction; Longitudinal Studies; Preschool Children; Comparative Analysis; Standardized Tests; Mathematics Tests; Individual Differences + Suchen Sie Ihr Suchwort? Kindesentwicklung; Korrelation; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Cognition; Schema; Kognition; Aufgabenanalyse; Vorhersage; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Standadised tests; Standardisierter Test; Individueller Unterschied
Abstract	Research suggests that individual differences in math abilities correlate with approximate representations of quantity that are supported by a primitive Approximate Number System (ANS). However, relatively little research has addressed the direction of this association in early childhood. Here we examined the development of the ANS and math ability longitudinally in 3- to 5-year-old children. Children were observed at three time points roughly six months apart; they completed a nonsymbolic numerical comparison task that measured ANS precision and a standardized math assessment. A series of cross-lagged panel models was then estimated to explore the associations between ANS precision and math ability over time. Bidirectional associations between ANS precision and math ability emerged: Early ANS precision was related to children's later math skills, and early math ability also significantly predicted children's later ANS precision. Evidence for mutual enhancement over time between the ANS and symbolic math ability adds to our growing understanding of the ANS and how the ANS and math knowledge interact. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01