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Children's Number Judgments Are Influenced by Connectedness
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Sam Clarke; Chuyan Qu; Francesca Luzzi; Elizabeth Brannon – Developmental Science, 2025
Visual illusions provide a means of investigating the rules and principles through which approximate number representations are formed. Here, we investigated the developmental trajectory of an important numerical illusion--"the connectedness illusion," wherein connecting pairs of items with thin lines reduces perceived number without…
Descriptors: Young Children, Numeracy, Mathematics Skills, Cognitive Ability
Children Dynamically Update and Extend the Interface between Number Words and Perceptual Magnitudes
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Denitza Dramkin; Darko Odic – Developmental Science, 2024
As adults, we represent and think about number, space, and time in at least two ways: our intuitive--but imprecise--perceptual representations, and the slowly learned--but precise--number words. With development, these representational formats interface, allowing us to use precise number words to estimate imprecise perceptual experiences. We test…
Descriptors: Child Development, Numbers, Vocabulary Development, Numeracy
Weaker Number Sense Accounts for Impaired Numerosity Perception in Dyscalculia: Behavioral and Computational Evidence
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Serena Dolfi; Gisella Decarli; Maristella Lunardon; Michele De Filippo De Grazia; Silvia Gerola; Silvia Lanfranchi; Giuseppe Cossu; Francesco Sella; Alberto Testolin; Marco Zorzi – Developmental Science, 2024
Impaired numerosity perception in developmental dyscalculia (low "number acuity") has been interpreted as evidence of reduced representational precision in the neurocognitive system supporting non-symbolic number sense. However, recent studies suggest that poor numerosity judgments might stem from stronger interference from non-numerical…
Descriptors: Number Concepts, Learning Disabilities, Numeracy, Mathematics Skills
Quantifying Quality: The Impact of Measures of School Quality on Children's Academic Achievement across Diverse Societies
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Bruce S. Rawlings; Helen Elizabeth Davis; Adote Anum; Oskar Burger; Lydia Chen; Juliet Carolina Castro Morales; Natalia Dutra; Ardain Dzabatou; Vivian Dzokoto; Alejandro Erut; Frankie T. K. Fong; Sabrina Ghelardi; Micah Goldwater; Gordon Ingram; Emily Messer; Jessica Kingsford; Sheina Lew-Levy; Kimberley Mendez; Morgan Newhouse; Mark Nielsen; Gairan Pamei; Sarah Pope-Caldwell; Karlos Ramos; Luis Emilio Echeverria Rojas; Renan A. C. dos Santos; Lara G. S. Silveira; Julia Watzek; Ciara Wirth; Cristine H. Legare – Developmental Science, 2024
Recent decades have seen a rapid acceleration in global participation in formal education, due to worldwide initiatives aimed to provide school access to all children. Research in high income countries has shown that school quality indicators have a significant, positive impact on numeracy and literacy--skills required to participate in the…
Descriptors: Academic Achievement, Educational Quality, School Effectiveness, Measurement
Neural Evidence of Core Foundations and Conceptual Change in Preschool Numeracy
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Chi-Chuan Chen; Ilaria Berteletti; Daniel C. Hyde – Developmental Science, 2024
Symbolic numeracy first emerges as children learn the meanings of number words and how to use them to precisely count sets of objects. This development starts before children enter school and forms a foundation for lifelong mathematics achievement. Despite its importance, exactly how children acquire this basic knowledge is unclear. Here we test…
Descriptors: Preschool Children, Numeracy, Symbols (Mathematics), Computation
The Relation between Number Line Performance and Mathematics Outcomes: Two Meta-Analyses
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Zehra E. Ünal; Züleyha Terzi; Beyzanur Yalvaç; David C. Geary – Developmental Science, 2024
Understanding the magnitudes represented by numerals is a core component of early mathematical development and is often assessed by accuracy in situating numerals and fractions on a number line. Performance on these measures is consistently related to performance in other mathematics domains, but the strength of these relations may be…
Descriptors: Number Concepts, Mathematics Achievement, Mathematics Education, Meta Analysis