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Approximate Number System development in preschool: What factors predict change?

Purpura, David and Simms, Victoria (2017) Approximate Number System development in preschool: What factors predict change? Cognitive Development, 45 . pp. 31-39. [Journal article]

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URL: https://www.sciencedirect.com/science/article/pii/S0885201417300400

DOI: 10.1016/j.cogdev.2017.11.001

Abstract

A large body of work has developed over the last decade examining the relation between the approximate number system (ANS) and mathematical performance across a wide range of ages, but particularly for preschool-age children. Largely, the evidence is mixed and suggests that a small relation exists that is dependent on a number of child-related or measurement-related factors. In contrast, little work has focused on understanding the stability and predictors of the ANS. These issues were examined by assessing 113 preschool children in the fall and spring of the preschool year on mathematical and cognitive assessments. Mixed-effect regressions indicated fall ANS performance was the strong predictor of spring ANS performance, suggesting moderate stability of this variable during preschool. However, cardinality and response inhibition were also significant predictors, and school-level variance was high. These findings indicate that the ANS may not be as foundational for mathematics development as previously suggested.

Item Type:Journal article
Keywords:mathematics, numeracy, approximate number system, response inhibition, cardinal number knowledge
Faculties and Schools:Faculty of Life and Health Sciences
Faculty of Life and Health Sciences > School of Psychology
Research Institutes and Groups:Psychology Research Institute > Health, Education and Well-being
Psychology Research Institute
ID Code:39347
Deposited By: Dr Victoria Simms
Deposited On:22 Jan 2018 09:25
Last Modified:22 Jan 2018 09:25

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