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| Autor/inn/en | Malone, Stephanie A.; Burgoyne, Kelly; Hulme, Charles |
|---|---|
| Titel | Number Knowledge and the Approximate Number System Are Two Critical Foundations for Early Arithmetic Development |
| Quelle | In: Journal of Educational Psychology, 112 (2020) 6, S.1167-1182 (16 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Hulme, Charles) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| DOI | 10.1037/edu0000426 |
| Schlagwörter | Numbers; Number Systems; Arithmetic; Predictor Variables; Mathematics Skills; Skill Development; Foreign Countries; Elementary School Students; Computation; Executive Function; Cognitive Ability; Australia; Raven Progressive Matrices; Clinical Evaluation of Language Fundamentals |
| Abstract | We assessed a range of theoretically critical predictors (numerosity discrimination, number knowledge, counting, language, executive function and finger gnosis) of early arithmetic development in a large unselected sample of 569 children at school entry. Assessments were repeated 12 months later. Although all predictors (except finger gnosis) were moderate to strong correlates of arithmetic, a latent variable path model showed that only number knowledge and numerosity discrimination were unique predictors of arithmetic development over the 1st year of formal education. These findings are consistent with the Triple Code Model (Dehaene & Cohen, 1995) suggesting that both nonsymbolic representations of numerosity and visual symbolic representations of number are critical for the development of arithmetic. Our results suggest that the assessment of numerosity judgments and Arabic number knowledge at school entry may be useful for identifying children at risk of difficulties in acquiring arithmetic skills. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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