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Symbolic Number Abilities Predict Later Approximate Number System Acuity in Preschool Children
Authors
Alain Content
B De Smedt
+60 more
C Mussolin
C Mussolin
Christophe Mussolin
CK Gilmore
CK Gilmore
D Rogosa
DC Geary
E Mundy
E Temple
EJ Williams
EM Brannon
EM Brannon
F Coquet
F Xu
G Huntley-Fenner
G Mandler
GR Price
H Barth
ID Holloway
IM Lyons
J Halberda
J Halberda
J Lonnemann
J Nys
Jacqueline Leybaert
JB Wagner
JH Steiger
JS Lipton
Julie Nys
K Landerl
K Landerl
K Wynn
L Rousselle
L Rousselle
L Trick
M Inglis
M Le Corre
M Libertus
M Piazza
Matthew Longo
ME Libertus
ME Libertus
MMM Mazzocco
N Brunswick
N Ellis
NK DeWind
P Pica
P Sikora
PJ Quartana
R Sekuler
RS Moyer
S Carey
S Carey
SA Ostad
SE Gathercole
T Verguts
V Slaughter
Vr Izard
WD Crano
YLL Luo
Publication date
1 January 2014
Publisher
'Public Library of Science (PLoS)'
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Abstract
An ongoing debate in research on numerical cognition concerns the extent to which the approximate number system and symbolic number knowledge influence each other during development. The current study aims at establishing the direction of the developmental association between these two kinds of abilities at an early age. Fifty-seven children of 3-4 years performed two assessments at 7 months interval. In each assessment, children's precision in discriminating numerosities as well as their capacity to manipulate number words and Arabic digits was measured. By comparing relationships between pairs of measures across the two time points, we were able to assess the predictive direction of the link. Our data indicate that both cardinality proficiency and symbolic number knowledge predict later accuracy in numerosity comparison whereas the reverse links are not significant. The present findings are the first to provide longitudinal evidence that the early acquisition of symbolic numbers is an important precursor in the developmental refinement of the approximate number representation system. Copyright: © 2014 Mussolin et al.SCOPUS: ar.jinfo:eu-repo/semantics/publishe
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