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1.
A fundamental question in numerical development concerns the directional relation between an early-emerging non-verbal approximate number system (ANS) and culturally acquired verbal number and mathematics knowledge. Using path models on longitudinal data collected in preschool children (Mage = 3.86 years; N = 216; 99 males; 80.8% White; 10.8% Multiracial, 3.8% Latino; 1.9% Black; collected 2013–2017) over 1 year, this study showed that earlier verbal number knowledge was associated with later ANS precision (average β = .32), even after controlling for baseline differences in numerical, general cognitive, and language abilities. In contrast, earlier ANS precision was not associated with later verbal number knowledge (β = −.07) or mathematics abilities (average β = .10). These results suggest that learning about verbal numbers is associated with a sharpening of pre-existing non-verbal numerical abilities.  相似文献   

2.
Developmental dyscalculia (DD) is a mathematical learning disability that occurs in around 5%–7% of the population. At present, there are only a handful of screening tools to identify children that might be at risk of developing DD. The present study evaluated the classification accuracy of one such tool: The Numeracy Screener, a 2‐min test of symbolic (Arabic numerals) and nonsymbolic (dot arrays) discrimination ability. A sample of 222 children who demonstrated persistent deficits (n = 55), inconsistent deficits (n = 51), or typical performance (n = 116) on standardized tests of math achievement over multiple observations was tested. The Numeracy Screener correctly classified children in all three groups. Notably, the symbolic condition has greater sensitivity in discriminating children with persistent DD from the other two groups. Screening tools that assess early numeracy skills may be promising for identifying children at risk for developing severe mathematical difficulties.  相似文献   

3.
Children’s math learning (N = 217; Mage = 4.87 years; 63% European American, 96% college-educated families) from an intelligent character game was examined via social meaningfulness (parasocial relationships [PSRs]) and social contingency (parasocial interactions, e.g., math talk). In three studies (data collected in the DC area: 12/2015–10/2017), children’s parasocial relationships and math talk with the intelligent character predicted quicker, more accurate math responses during virtual game play. Children performed better on a math transfer task with physical objects when exposed to an embodied character (Study 2), and when the character used socially contingent replies, which was mediated by math talk (Study 3). Results suggest that children’s parasocial relationships and parasocial interactions with intelligent characters provide new frontiers for 21st century learning.  相似文献   

4.
This study investigated the longitudinal associations between children’s early mathematics and their home numeracy environment (HNE). Chilean children from families who varied widely in socioeconomic status were assessed at the beginning and end of prekindergarten in 2016 (N = 419, Mage = 4:7 [years:months]), and at the end of kindergarten in 2017 (N = 368, Mage = 5:10). Children whose parents provided frequent operational numeracy activities (e.g., learning simple sums) at prekindergarten showed better arithmetic performance and growth in nonsymbolic and symbolic number comparison at the end of kindergarten. Parents’ knowledge of number-related games predicted children’s arithmetic skills and growth in nonsymbolic number comparison. These findings underscore the persistent relations between the HNE and the development of children’s mathematical skills.  相似文献   

5.
This study examined maternal support of children’s math learning at 36 months (n = 140) as a mediator of the association between early childhood family income and children’s counting and calculation skills at 4½ and 6–7 years. Family income was associated with this measure of children’s math school readiness, but the association was almost entirely indirect and mediated by observed maternal support of children’s numerical skills at 36 months. Maternal support of children’s spatial concept and general learning (cognitive stimulation and sensitivity) were not significant mediators of this association. Results suggest that income-based gaps in counting and calculation skills at school entry may be due in part to the constraints that low family income places on early numerical learning support.  相似文献   

6.
Researchers examined the effects of previewing on preschoolers’ comprehension of narrative and educational content in a television program. Children (3–5 years, N = 107) watched an educational math episode in one of three conditions: no-preview control, education-focused expository preview, or story-focused narrative preview. A main effect of previewing was found, controlling for age, character familiarity, prior knowledge, and visual attention. Specifically, the narrative preview enhanced both narrative comprehension (including central, incidental, and inferential content) and educational comprehension (including direct learning and transfer), compared to a no-preview control. Conversely, the expository preview had no effect on comprehension. Findings are interpreted with respect to story schema and relevant cognitive theories of learning from media. Implications for educational media production are discussed.  相似文献   

7.
A theory‐driven confirmatory approach comparing diathesis–stress and differential susceptibility models of Gene × Environment (G × E) interactions was applied to examine whether 5‐HTTLPR genotype moderated the effect of early maternal caregiving on autonomic nervous system (ANS) stress reactivity in 113 adolescents aged 13–17 years. Findings supported a differential susceptibility, rather than diathesis–stress, framework. Carriers of one or more 5‐HTTLPR short alleles (SS/SL carriers) reporting higher quality caregiving exhibited approach ANS responses to a speech task, whereas those reporting lower quality caregiving exhibited withdrawal ANS responses. Carriers of two 5‐HTTLPR long alleles (LL carriers) were unaffected by caregiving. Findings suggest that 5‐HTTLPR genotype and early caregiving in interaction are associated with ANS stress reactivity in adolescents in a “for better and for worse” fashion, and they demonstrate the promise of confirmatory methods for testing G × E interactions.  相似文献   

8.
We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first-grade content outcomes were significant and positive, but no follow-up impacts were significant. Many intervention children achieved average mathematics achievement at the end of third grade, and prior math and reading assessment performance predicted which students will require sustained intervention. Finally, projecting impacts 2 years later based on nonexperimental estimates of effects of first-grade math skills overestimates long-term intervention effects.  相似文献   

9.
This study examined the effect of a “ghost” demonstration on toddlers’ imitation. In the ghost condition, virtual pieces moved to make a fish or boat puzzle. Fifty‐two 2.5‐ and 3‐year‐olds were tested on a touchscreen (no transfer) or with 3D pieces (transfer); children tested with 3D pieces scored above a no demonstration baseline, but children tested on the touchscreen did not. Practice on the touchscreen (n = 23) by 2.5‐ and 3‐year‐olds prior to the ghost demonstration did not improve performance. Finally, children who learned the puzzle task via a social demonstration and were tested on the touchscreen (n = 26) performed better than the ghost conditions. Taken together, these studies demonstrate that social demonstrations enhance learning from novel touchscreen tools during early childhood.  相似文献   

10.
This study investigated whether different types of ordering skills were related to mathematics achievement in children (n = 100) in middle childhood, after the effects of age, socio-economic status, IQ, and processing speed were taken into account. The relations between ordering skills and magnitude processing were also investigated, as well as the possibility that some of the shared variance between math and reading is explained by ordering abilities. The ordering tasks included the ordering of familiar numerical and non-numerical sequences, a parental report of children’s everyday ordering skills, and an order working memory task. Three magnitude processing tasks (symbolic and non-symbolic comparison and number line estimation), were also administered, as well as measures of inhibition and spatial working memory. From this set of measures, number ordering, order working memory and number line estimation emerged as the most important predictors of mathematics skills. We found that number ordering mediated the effect of both symbolic and non-symbolic comparison skills on mathematics, further confirming that this task captures some essential skills related to mathematics. Additionally, order working memory mediated the effect of both number comparison and reading skills on math. Finally, whereas non-symbolic comparison and number line estimation are considered important indicators of magnitude processing skills, there was no relationship between these abilities, but there was a correlation between each of these abilities and reading skills, with number line estimation also mediating the effect of reading skills on math. These novel findings could contribute to a better understanding of the basic processes underlying math ability, and why math and reading are strongly related in typical populations and in children with learning difficulties.  相似文献   

11.
Three studies examined the role of stereotype threat in boys' academic underachievement. Study 1 (children aged 4–10, n = 238) showed that girls from age 4 years and boys from age 7 years believed, and thought adults believed, that boys are academically inferior to girls. Study 2 manipulated stereotype threat, informing children aged 7–8 years (n = 162) that boys tend to do worse than girls at school. This manipulation hindered boys' performance on a reading, writing, and math test, but did not affect girls' performance. Study 3 counteracted stereotype threat, informing children aged 6–9 years (n = 184) that boys and girls were expected to perform similarly. This improved the performance of boys and did not affect that of girls.  相似文献   

12.
Food routines are an ecocultural asset of Latino families. This cluster-randomized trial with 248 children (Mage = 67 months; 50% girls; 13 schools) investigated the impact of a 4-week family program designed to capitalize on food routines in improving Latino kindergarteners’ outcomes in the United States. There were moderate-to-large impacts on child vocabulary (especially food-related) at end-of-treatment and the 5-month follow-up, and suggestive evidence of moderate impacts on approaches to learning (ATL; including ATL math) and executive function at the 5-month follow-up (d = .38–.95). There were no statistically significant impacts on children's math or literacy skills. A strengths-based, culturally responsive family intervention that is integrated into Latino family life can improve the skills needed to succeed in school.  相似文献   

13.
We explore whether training parents' math skills or playing number games improves children's mathematical skills. Participants were 162 parent–child dyads; 88.3% were white and children (79 female) were 4 years (M = 46.88 months). Dyads were assigned to a number game, shape game, parent-only approximate number system training, parent-only general trivia, or a no-training control condition and asked to play twice weekly for 8 weeks. Children in the number game condition gained over 15% SD on an assessment of mathematical skill than did those in the no-training control. After 8 additional weeks without training, effects diminished; however, children of parents in the ANS condition underperformed those in the no-treatment control, which was partially explained by changes in the home numeracy environment.  相似文献   

14.
Three hundred and ninety-one children (195 girls; Mage = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit–explicit dissociations in children, which have also been observed in adults. Early-emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math.  相似文献   

15.
Theorists have speculated about the symbolic underpinnings of theory of mind (ToM), but no study has examined them across the main developmental span of ToM. Here, the onset of symbolic understandings in three domains (pretend play, language, and understanding representations) and ToM was examined. Fifty‐eight children were tested on batteries of tasks four times from ages 2.5 to 5 years. Some significant interrelations among variables were seen at each age level. Canonical correlation analysis found that a subset of the symbolic variables was significantly related to ToM at ages 4 and 5, providing the best evidence to date that ToM is undergirded by a symbolic element that also supports language, pretend play, and representational understanding.  相似文献   

16.
Using data from the All Our Families study, a longitudinal study of 1992 mother-child dyads in Canada (47.7% female; 81.9% White), we examined the developmental pathways between infant gestures and symbolic actions and communicative skills at age 5. Communicative gestures at age 12 months (e.g., pointing, nodding head “yes”), obtained via parental report, predicted stronger general communicative skills at age 5 years. Moreover, greater use of symbolic actions (e.g., “feeding” a stuffed animal with a bottle) indirectly predicted increased communicative skills at age 5 via increased productive vocabulary at 24 months. These pathways support the hypothesis that children’s communicative skills during the transition to kindergarten emerge from a chain of developmental abilities starting with gestures and symbolic actions during infancy.  相似文献   

17.
Organized extracurricular activities (EAs) are prevalent among Chinese preschoolers, yet their role in children’s development is poorly understood. This study investigated the relations between EA participation and Chinese preschoolers’ school readiness (N = 343; Mage = 55.14 months) among a predominantly middle-class sample. EA breadth had positive linear relations with children’s early math and social skills, while attendance intensity demonstrated nonlinear associations, partially supporting the overscheduling hypothesis. EA breadth had stronger associations with early reading and math skills among lower socioeconomic status children, as well as greater benefits for math skills in children with less exposure to home learning activities, indicating a compensatory role of EAs. The findings highlight the interplay between EA and family contexts in relation to child development.  相似文献   

18.
Data from the Head Start Impact Study (N = 3,185, age = 3–4 years) were used to determine whether 1 year of Head Start differentially benefited children from homes with high, middle, and low levels of parental preacademic stimulation on three academic outcome domains—early math, early literacy, and receptive vocabulary. Results from residualized growth models showed positive impacts of random assignment to Head Start on all three outcomes, and positive associations between parental preacademic stimulation and academic performance. Two moderated effects were also found. Head start boosted early math skills the most for children receiving low parental preacademic stimulation. Effects of Head Start on early literacy skills were largest for children receiving moderate levels of parental preacademic stimulation. Implications for Head Start are discussed.  相似文献   

19.
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20.
Executive functioning (EF) is associated with children’s math skill development, both concurrently and longitudinally. However, it is not known how components of EF might be related to mathematics skills and vice versa over the course of elementary school. The present study addresses this issue by investigating relations between math achievement and two key components of EF -- working memory (WM) and cognitive flexibility (CF) -- from kindergarten to 5th grade, using the large-scale nationally representative dataset (N = 18,174) from the Early Childhood Longitudinal Study-Kindergarten (ECLS-K: 2011). Results from cross-lagged panel models with fixed effects support a transactional theoretical model, demonstrating a long-term reciprocal relationship between WM and math achievement from kindergarten to 5th grade and between CF and math achievement from 2nd grade to 5th grade. However, we found that reciprocal relations decrease as children grow older, suggesting that their math achievement relies less on EF and more on prior math knowledge over time.  相似文献   

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