Literaturnachweis - Detailanzeige
| Autor/inn/en | Wilkey, Eric D.; Shanley, Lina; Sabb, Fred; Ansari, Daniel; Cohen, Jason C.; Men, Virany; Heller, Nicole A.; Clarke, Ben |
|---|---|
| Titel | Sharpening, Focusing, and Developing: A Study of Change in Nonsymbolic Number Comparison Skills and Math Achievement in 1st Grade |
| Quelle | (2021), (63 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | ORCID (Wilkey, Eric D.) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Numbers; Mathematics Skills; Predictor Variables; Number Concepts; Grade 1; Elementary School Students; Visual Stimuli; Executive Function; Cognitive Processes; Accuracy; Mathematics Achievement |
| Abstract | Children's ability to discriminate nonsymbolic number (e.g. the number of items in a set) is a commonly studied predictor of later math skills. Number discrimination improves throughout development, but what drives this improvement is unclear. Competing theories suggest it may be due to a sharpening numerical representation or an improved ability to pay attention to number and filter out non-numerical information. We investigate this issue by studying change in children's performance (N = 65) on a nonsymbolic number comparison task, where children decide which of two dot arrays has more dots, from the middle to the end of 1st grade (Mean age at Time 1 = 6.85 years old). In this task, visual properties of the dots arrays such as surface area are either congruent (the more numerous array has more surface area) or incongruent. Children rely more on executive functions during incongruent trials, so improvements in each congruency condition provide information about the underlying cognitive mechanisms. We found that accuracy rates increased similarly for both conditions, indicating a sharpening sense of numerical magnitude, not simply improved attention to the numerical task dimension. Symbolic number skills predicted change in congruent trials, but executive function did not predict change in either condition. No factor predicted change in math achievement. Together, these findings suggest that nonsymbolic number processing undergoes development related to existing symbolic number skills, development that appears not to be driving math gains during this period. [This paper was published in "Developmental Science" v25 n3 e13194 2021. Note: The article was published in May 2022.] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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