Symbolic number abilities predict later approximate number system acuity in preschool children.

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 abil...

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Autores principales:	Christophe Mussolin, Julie Nys, Alain Content, Jacqueline Leybaert
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2014
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/48f252a5a0d34a978563fb7535b9d0aa
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spelling	oai:doaj.org-article:48f252a5a0d34a978563fb7535b9d0aa2021-11-18T08:27:48ZSymbolic number abilities predict later approximate number system acuity in preschool children.1932-620310.1371/journal.pone.0091839https://doaj.org/article/48f252a5a0d34a978563fb7535b9d0aa2014-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/pmid/24637785/?tool=EBIhttps://doaj.org/toc/1932-6203An 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.Christophe MussolinJulie NysAlain ContentJacqueline LeybaertPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 9, Iss 3, p e91839 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Christophe Mussolin Julie Nys Alain Content Jacqueline Leybaert Symbolic number abilities predict later approximate number system acuity in preschool children.
description	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.
format	article
author	Christophe Mussolin Julie Nys Alain Content Jacqueline Leybaert
author_facet	Christophe Mussolin Julie Nys Alain Content Jacqueline Leybaert
author_sort	Christophe Mussolin
title	Symbolic number abilities predict later approximate number system acuity in preschool children.
title_short	Symbolic number abilities predict later approximate number system acuity in preschool children.
title_full	Symbolic number abilities predict later approximate number system acuity in preschool children.
title_fullStr	Symbolic number abilities predict later approximate number system acuity in preschool children.
title_full_unstemmed	Symbolic number abilities predict later approximate number system acuity in preschool children.
title_sort	symbolic number abilities predict later approximate number system acuity in preschool children.
publisher	Public Library of Science (PLoS)
publishDate	2014
url	https://doaj.org/article/48f252a5a0d34a978563fb7535b9d0aa
work_keys_str_mv	AT christophemussolin symbolicnumberabilitiespredictlaterapproximatenumbersystemacuityinpreschoolchildren AT julienys symbolicnumberabilitiespredictlaterapproximatenumbersystemacuityinpreschoolchildren AT alaincontent symbolicnumberabilitiespredictlaterapproximatenumbersystemacuityinpreschoolchildren AT jacquelineleybaert symbolicnumberabilitiespredictlaterapproximatenumbersystemacuityinpreschoolchildren
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Symbolic number abilities predict later approximate number system acuity in preschool children.

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