Preschoolers' precision of the approximate number system predicts later school mathematics performance.

The Approximate Number System (ANS) is a primitive mental system of nonverbal representations that supports an intuitive sense of number in human adults, children, infants, and other animal species. The numerical approximations produced by the ANS are characteristically imprecise and, in humans, thi...

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Autores principales:	Michèle M M Mazzocco, Lisa Feigenson, Justin Halberda
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2011
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/997fc509880245f6a9576add6f28bb35
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spelling	oai:doaj.org-article:997fc509880245f6a9576add6f28bb352021-11-04T06:08:40ZPreschoolers' precision of the approximate number system predicts later school mathematics performance.1932-620310.1371/journal.pone.0023749https://doaj.org/article/997fc509880245f6a9576add6f28bb352011-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/pmid/21935362/pdf/?tool=EBIhttps://doaj.org/toc/1932-6203The Approximate Number System (ANS) is a primitive mental system of nonverbal representations that supports an intuitive sense of number in human adults, children, infants, and other animal species. The numerical approximations produced by the ANS are characteristically imprecise and, in humans, this precision gradually improves from infancy to adulthood. Throughout development, wide ranging individual differences in ANS precision are evident within age groups. These individual differences have been linked to formal mathematics outcomes, based on concurrent, retrospective, or short-term longitudinal correlations observed during the school age years. However, it remains unknown whether this approximate number sense actually serves as a foundation for these school mathematics abilities. Here we show that ANS precision measured at preschool, prior to formal instruction in mathematics, selectively predicts performance on school mathematics at 6 years of age. In contrast, ANS precision does not predict non-numerical cognitive abilities. To our knowledge, these results provide the first evidence for early ANS precision, measured before the onset of formal education, predicting later mathematical abilities.Michèle M M MazzoccoLisa FeigensonJustin HalberdaPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 6, Iss 9, p e23749 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Michèle M M Mazzocco Lisa Feigenson Justin Halberda Preschoolers' precision of the approximate number system predicts later school mathematics performance.
description	The Approximate Number System (ANS) is a primitive mental system of nonverbal representations that supports an intuitive sense of number in human adults, children, infants, and other animal species. The numerical approximations produced by the ANS are characteristically imprecise and, in humans, this precision gradually improves from infancy to adulthood. Throughout development, wide ranging individual differences in ANS precision are evident within age groups. These individual differences have been linked to formal mathematics outcomes, based on concurrent, retrospective, or short-term longitudinal correlations observed during the school age years. However, it remains unknown whether this approximate number sense actually serves as a foundation for these school mathematics abilities. Here we show that ANS precision measured at preschool, prior to formal instruction in mathematics, selectively predicts performance on school mathematics at 6 years of age. In contrast, ANS precision does not predict non-numerical cognitive abilities. To our knowledge, these results provide the first evidence for early ANS precision, measured before the onset of formal education, predicting later mathematical abilities.
format	article
author	Michèle M M Mazzocco Lisa Feigenson Justin Halberda
author_facet	Michèle M M Mazzocco Lisa Feigenson Justin Halberda
author_sort	Michèle M M Mazzocco
title	Preschoolers' precision of the approximate number system predicts later school mathematics performance.
title_short	Preschoolers' precision of the approximate number system predicts later school mathematics performance.
title_full	Preschoolers' precision of the approximate number system predicts later school mathematics performance.
title_fullStr	Preschoolers' precision of the approximate number system predicts later school mathematics performance.
title_full_unstemmed	Preschoolers' precision of the approximate number system predicts later school mathematics performance.
title_sort	preschoolers' precision of the approximate number system predicts later school mathematics performance.
publisher	Public Library of Science (PLoS)
publishDate	2011
url	https://doaj.org/article/997fc509880245f6a9576add6f28bb35
work_keys_str_mv	AT michelemmmazzocco preschoolersprecisionoftheapproximatenumbersystempredictslaterschoolmathematicsperformance AT lisafeigenson preschoolersprecisionoftheapproximatenumbersystempredictslaterschoolmathematicsperformance AT justinhalberda preschoolersprecisionoftheapproximatenumbersystempredictslaterschoolmathematicsperformance
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Preschoolers' precision of the approximate number system predicts later school mathematics performance.

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