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Direct linkCheung, Pierina; Ansari, Daniel – Developmental Science, 2023
Very large numbers words such as "hundred," "thousand," "million," "billion," and "trillion" pose a learning problem for children because they are sparse in everyday speech and children's experience with extremely large quantities is scarce. In this study, we examine when children acquire the…
Descriptors: Language Acquisition, Vocabulary Development, Numeracy, Young Children
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
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
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
Decarli, Gisella; Zingaro, Donatella; Surian, Luca; Piazza, Manuela – Developmental Science, 2023
Preverbal infants spontaneously represent the number of objects in collections. Is this 'sense of number' (also referred to as Approximate Number System, ANS) part of the cognitive foundations of mathematical skills? Multiple studies reported a correlation between the ANS and mathematical achievement in children. However, some have suggested that…
Descriptors: Infants, Numeracy, Young Children, Mathematics Achievement
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
Viktorsson, Charlotte; Lindskog, Marcus; Li, Danyang; Tammimies, Kristiina; Taylor, Mark J.; Ronald, Angelica; Falck-Ytter, Terje – Developmental Science, 2023
The ability to perceive approximate numerosity is present in many animal species, and emerges early in human infants. Later in life, it is moderately heritable and associated with mathematical abilities, but the etiology of the Approximate Number System (ANS) and its degree of independence from other cognitive abilities in infancy is unknown.…
Descriptors: Infants, Numeracy, Genetics, Environmental Influences
Cheung, Pierina; Toomey, Mary; Jiang, Yahao Harry; Stoop, Tawni B.; Shusterman, Anna – Developmental Science, 2022
Studies on children's understanding of counting examine when and how children acquire the cardinal principle: the idea that the last word in a counted set reflects the cardinal value of the set. Using Wynn's (1990) Give-N Task, researchers classify children who can count to generate large sets as having acquired the cardinal principle…
Descriptors: Computation, Performance, Number Concepts, Numeracy
O'Rear, Connor D.; McNeil, Nicole M.; Kirkland, Patrick K. – Developmental Science, 2020
A common measure of number word understanding is the give-N task. Traditionally, to receive credit for understanding a number, N, children must understand that N does not apply to other set sizes (e.g. a child who gives three when asked for 'three' but also when asked for 'four' would not be credited with knowing 'three'). However, it is possible…
Descriptors: Preschool Children, Numeracy, Number Concepts, Mathematics Education
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
Schröder, Elin; Gredebäck, Gustaf; Gunnarsson, Jessica; Lindskog, Marcus – Developmental Science, 2020
Motor experiences and active exploration during early childhood may affect individual differences in a wide range of perceptual and cognitive abilities. In the current study, we suggest that active exploration of objects facilitates the ability to process object forms and magnitudes, which in turn impacts the development of numerosity perception.…
Descriptors: Infants, Intervention, Play, Eye Movements
Di Giorgio, Elisa; Lunghi, Marco; Rugani, Rosa; Regolin, Lucia; Dalla Barba, Beatrice; Vallortigara, Giorgio; Simion, Francesca – Developmental Science, 2019
Humans represent numbers on a mental number line with smaller numbers on the left and larger numbers on the right side. A left-to-right oriented spatial-numerical association, (SNA), has been demonstrated in animals and infants. However, the possibility that SNA is learnt by early exposure to caregivers' directional biases is still open. We…
Descriptors: Numbers, Cognitive Processes, Spatial Ability, Neonates
Prather, Richard – Developmental Science, 2021
Children's knowledge of arithmetic principles is a key aspect of early mathematics knowledge. Knowledge of arithmetic principles predicts how children approach solving arithmetic problems and the likelihood of their success. Prior work has begun to address how children might learn arithmetic principles in a classroom setting. Understanding of…
Descriptors: Attention, Number Concepts, Arithmetic, Children
Smyth, Rachael E.; Ansari, Daniel – Developmental Science, 2020
Research demonstrating that infants discriminate between small (e.g., 1 vs. 3 dots) and large numerosities (e.g., 8 vs. 16 dots) is central to theories concerning the origins of human numerical abilities. To date, there has been no quantitative meta-analysis of the infant numerical competency data. Here, we quantitatively synthesize the evidential…
Descriptors: Infants, Visual Perception, Visual Stimuli, Numeracy
Wang, Jinjing; Feigenson, Lisa – Developmental Science, 2019
Children do not understand the meanings of count words like "two" and "three" until the preschool years. But even before knowing the meanings of these individual words, might they recognize that counting is "about" the dimension of number? Here in five experiments, we asked whether infants already associate counting…
Descriptors: Infants, Numeracy, Computation, Numbers
