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Malone, Stephanie A.; Burgoyne, Kelly; Hulme, Charles – Journal of Educational Psychology, 2020
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…
Descriptors: Numbers, Number Systems, Arithmetic, Predictor Variables
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Scalise, Nicole R.; Purpura, David J. – Journal of Educational Psychology, 2022
There is evidence of a relation between the approximate number system (ANS) and later mathematics achievement. Researchers have proposed various mediators of this relation, including executive functioning (EF), numeral knowledge, and mathematical language. The goal of the present study was to determine which factors mediate the relation between…
Descriptors: Preschool Children, Number Systems, Mathematics Achievement, Correlation
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Geary, David C.; vanMarle, Kristy; Chu, Felicia W.; Hoard, Mary K.; Nugent, Lara – Journal of Educational Psychology, 2019
Children's first mathematics concept is their understanding of the quantities represented by number words (cardinal value), and the age at which they achieve this insight predicts their readiness for mathematics learning in school. We provide the first exploration of the factors that influence the age of becoming a cardinal principle knower (CPK),…
Descriptors: Age, Numbers, Preschool Children, Longitudinal Studies
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Huo, Shuting; Zhang, Xiao; Law, Yin Kum – Journal of Educational Psychology, 2021
Drawing on Geary's (1995) evolution-based model of cognitive and academic development, this study investigated the relation between biologically primary skills (vocabulary, executive functions, and visual-spatial processing) and subsequent word reading and calculation. It also examined the extent to which these relations were mediated by…
Descriptors: Foreign Countries, Kindergarten, Socioeconomic Status, Vocabulary Development
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Laski, Elida V.; Dulaney, Alana – Journal of Educational Psychology, 2015
The present study tested the "interference hypothesis"-that learning and using more advanced representations and strategies requires the inhibition of prior, less advanced ones. Specifically, it examined the relation between inhibitory control and number line estimation performance. Experiment 1 compared the accuracy of adults' (N = 53)…
Descriptors: Prior Learning, Learning Processes, Inhibition, Interference (Learning)
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Rhodes, Katherine T.; Branum-Martin, Lee; Washington, Julie A.; Fuchs, Lynn S. – Journal of Educational Psychology, 2017
Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a…
Descriptors: Arithmetic, Mathematics Tests, Test Format, Psychometrics