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

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  • Author(s): Mou, Yi (ORCID Mou, Yi (ORCID 0000-0002-0022-8668); Zhang, Bo; Hyde, Daniel C.
  • Language:
    English
  • Source:
    Child Development. e67-e84 Mar-Apr 2023 94(2):e67-e84.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      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
    • Peer Reviewed:
      Y
    • Source:
      18
    • Sponsoring Agency:
      National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
    • Contract Number:
      1252445
    • Subject Terms:
      Preschool Children; Numeracy; Number Concepts; Mathematics Skills; Knowledge Level; Language Skills; Verbal Communication; Cultural Influences
    • Accession Number:
      10.1111/cdev.13879
    • ISSN:
      0009-3920
      1467-8624
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1368032