Habermann, Stefanie, Donlan, Chris, Göbel, Silke M orcid.org/0000-0001-8845-6026 et al. (1 more author) (2020) The critical role of Arabic numeral knowledge as a longitudinal predictor of arithmetic development. Journal of Experimental Child Psychology. p. 104794. ISSN 0022-0965
Abstract
Understanding the cognitive underpinnings of children's arithmetic development has great theoretical and educational importance. Recent research suggests symbolic and nonsymbolic representations of number influence arithmetic development before and after school entry. We assessed nonverbal ability and general language skills as well as nonsymbolic (numerosity) and symbolic (numeral) comparison skills, counting, and Arabic numeral knowledge (numeral reading, writing, and identification) in preschool children (4 years of age). At 6 years of age, we reassessed nonsymbolic (numerosity) and symbolic (numeral) comparison and arithmetic. A latent variable path model showed that Arabic numeral knowledge (defined by numeral reading, writing, and identification at 4 years of age) was the sole unique predictor of arithmetic at 6 years. We conclude that knowledge of the association between spoken and Arabic numerals is one critical foundation for the development of formal arithmetic.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2020 Elsevier Inc. All rights reserved. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Sciences (York) > Psychology (York) |
Depositing User: | Pure (York) |
Date Deposited: | 26 Feb 2020 10:40 |
Last Modified: | 16 Oct 2024 16:27 |
Published Version: | https://doi.org/10.1016/j.jecp.2019.104794 |
Status: | Published online |
Refereed: | Yes |
Identification Number: | 10.1016/j.jecp.2019.104794 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:157705 |
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