Linking Quantities and Symbols in Early Numeracy Learning
What is the foundational knowledge that children rely on to provide meaning as they construct an exact symbolic number system? People and animals can quickly and accurately distinguish small exact quantities (i.e., 1 to 3). One possibility is that children’s ability to map small quantities to spoken...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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PsychOpen GOLD/ Leibniz Insitute for Psychology
2022-03-01
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| Series: | Journal of Numerical Cognition |
| Subjects: | |
| Online Access: | https://jnc.psychopen.eu/index.php/jnc/article/view/7249 |
| _version_ | 1797965103464710144 |
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| author | Jo-Anne LeFevre Sheri-Lynn Skwarchuk Carla Sowinski Ozlem Cankaya |
| author_facet | Jo-Anne LeFevre Sheri-Lynn Skwarchuk Carla Sowinski Ozlem Cankaya |
| author_sort | Jo-Anne LeFevre |
| collection | DOAJ |
| description | What is the foundational knowledge that children rely on to provide meaning as they construct an exact symbolic number system? People and animals can quickly and accurately distinguish small exact quantities (i.e., 1 to 3). One possibility is that children’s ability to map small quantities to spoken number words supports their developing exact number system. To test this hypothesis, it is important to have valid and reliable measures of the efficiency of quantity-number word mapping. In the present study, we explored the reliability and validity of a measure for assessing the efficiency of mapping between small quantities and number words – speeded naming of quantity. Study 1 (N = 128) with 5- and 6-year-old children and Study 2 (N = 182) with 3- and 4-year-old children show that the speeded naming of quantities is a simple and reliable measure that is correlated with individual differences in children’s developing numeracy knowledge. This measure could provide a useful tool for testing comprehensive theories of how children develop their symbolic number representations. |
| first_indexed | 2024-04-11T01:53:49Z |
| format | Article |
| id | doaj.art-142ade4180844d3994741d0d46101699 |
| institution | Directory Open Access Journal |
| issn | 2363-8761 |
| language | English |
| last_indexed | 2024-04-11T01:53:49Z |
| publishDate | 2022-03-01 |
| publisher | PsychOpen GOLD/ Leibniz Insitute for Psychology |
| record_format | Article |
| series | Journal of Numerical Cognition |
| spelling | doaj.art-142ade4180844d3994741d0d461016992023-01-03T05:32:12ZengPsychOpen GOLD/ Leibniz Insitute for PsychologyJournal of Numerical Cognition2363-87612022-03-018112310.5964/jnc.7249jnc.7249Linking Quantities and Symbols in Early Numeracy LearningJo-Anne LeFevre0https://orcid.org/0000-0002-1927-7734Sheri-Lynn Skwarchuk1https://orcid.org/0000-0002-9270-1538Carla Sowinski2https://orcid.org/0000-0001-6394-4963Ozlem Cankaya3https://orcid.org/0000-0002-6337-2421Departments of Cognitive Science and Psychology, Carleton University, Ottawa, CanadaFaculty of Education, University of Winnipeg, Winnipeg, CanadaDepartment of National Defence, Ottawa, CanadaHuman Services and Early Learning, McEwan University, Edmonton, CanadaWhat is the foundational knowledge that children rely on to provide meaning as they construct an exact symbolic number system? People and animals can quickly and accurately distinguish small exact quantities (i.e., 1 to 3). One possibility is that children’s ability to map small quantities to spoken number words supports their developing exact number system. To test this hypothesis, it is important to have valid and reliable measures of the efficiency of quantity-number word mapping. In the present study, we explored the reliability and validity of a measure for assessing the efficiency of mapping between small quantities and number words – speeded naming of quantity. Study 1 (N = 128) with 5- and 6-year-old children and Study 2 (N = 182) with 3- and 4-year-old children show that the speeded naming of quantities is a simple and reliable measure that is correlated with individual differences in children’s developing numeracy knowledge. This measure could provide a useful tool for testing comprehensive theories of how children develop their symbolic number representations.https://jnc.psychopen.eu/index.php/jnc/article/view/7249subitizingchildrenpreschoolersearly mathematicsnumeracyrapid naming of quantitiesexact system of number |
| spellingShingle | Jo-Anne LeFevre Sheri-Lynn Skwarchuk Carla Sowinski Ozlem Cankaya Linking Quantities and Symbols in Early Numeracy Learning Journal of Numerical Cognition subitizing children preschoolers early mathematics numeracy rapid naming of quantities exact system of number |
| title | Linking Quantities and Symbols in Early Numeracy Learning |
| title_full | Linking Quantities and Symbols in Early Numeracy Learning |
| title_fullStr | Linking Quantities and Symbols in Early Numeracy Learning |
| title_full_unstemmed | Linking Quantities and Symbols in Early Numeracy Learning |
| title_short | Linking Quantities and Symbols in Early Numeracy Learning |
| title_sort | linking quantities and symbols in early numeracy learning |
| topic | subitizing children preschoolers early mathematics numeracy rapid naming of quantities exact system of number |
| url | https://jnc.psychopen.eu/index.php/jnc/article/view/7249 |
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