A Direct Comparison of Two Measures of Ordinal Knowledge among 8-Year-Olds

Autor/inn/en	Xu, Chang; LeFevre, Jo-Anne; Di Lonardo Burr, Sabrina; Maloney, Erin A.; Wylie, Judith; Simms, Victoria; Skwarchuk, Sheri-Lynn; Osana, Helena P.
Titel	A Direct Comparison of Two Measures of Ordinal Knowledge among 8-Year-Olds
Quelle	In: Journal of Numerical Cognition, 9 (2023) 2, S.253-267 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Xu, Chang) ORCID (LeFevre, Jo-Anne) ORCID (Di Lonardo Burr, Sabrina) ORCID (Maloney, Erin A.) ORCID (Wylie, Judith) ORCID (Simms, Victoria) ORCID (Skwarchuk, Sheri-Lynn) ORCID (Osana, Helena P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Young Children; Numeracy; Number Concepts; Serial Ordering; Arithmetic; Cognitive Processes; Measurement; Elementary School Students; Elementary School Mathematics; Grade 3; Short Term Memory; Mathematics Skills; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Frühe Kindheit; Rechenkompetenz; Number concept; Zahlbegriff; Ordnen; Ordnungsstruktur; Ordnungssystem; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Cognitive process; Kognitiver Prozess; Messverfahren; Elementare Mathematik; Schulmathematik; School year 03; 3. Schuljahr; Schuljahr 03; Kurzzeitgedächtnis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Kanada
Abstract	Children's knowledge of the ordinal relations among number symbols is related to their mathematical learning. Ordinal knowledge has been measured using judgment (i.e., decide whether a sequence of three digits is in order) and ordering tasks (i.e., order three digits from smallest to largest). However, the question remains whether performance on these two ordinal tasks tap into similar cognitive processes. Canadian children (N = 87; Age M = 8.7 years, Grade 3) completed symbolic number tasks (i.e., number comparison, ordering, and order judgment) and measures of arithmetic fluency (i.e., addition and subtraction) and working memory (i.e., digit span backward). For both ordinal tasks, there was a reverse distance effect for ordered sequences such that children responded faster to adjacent than to non-adjacent sequences (e.g., 2 3 4 vs. 4 7 9) and a canonical distance effect for unordered sequences such that children responded faster to non-adjacent than to adjacent sequences (e.g., 4 2 3 vs. 4 9 7). Working memory and number comparison each predicted unique variance in the ordinal measures (ordering, order judgment, and a latent ordinal factor based on the two measures). Furthermore, ordinal skills superseded the role of number comparison as the key predictor of arithmetic, controlling for children's gender and working memory skills. In summary, although both ordering and order judgment tasks index ordinal knowledge, a latent factor that excludes task-specific error may be a better index than either task separately. (As Provided).
Anmerkungen	Leibniz Institute for Psychology. Universitatsring 15, Trier, 54296, Germany. e-mail: support@psychopen.eu; Web site: https://jnc.psychopen.eu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01