Interrelations Between Acuity of the Approximate Number System and Symbolic Skills in Preschool Children

This study investigates how the approximate number system (ANS) and young children's symbolic skills jointly develop and interact. Specifically, the study aims at disentangling the directionality of the association between ANS acuity and a wide range of symbolic skills that reflect 4- to 5-year...

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Published inJournal of cognition and development Vol. 25; no. 5; pp. 754 - 775
Main Authors Muñez, David, Orrantia, Josetxu, Sanchez, Rosario, Carreton, Verónica, Matilla, Laura
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 19.10.2024
Taylor & Francis Ltd
Subjects
Acuity
Arithmetic
Children
Enumeration
Individual Differences
Information processing
Language
Number systems
Path Analysis
Short Term Memory
Spatial memory
Young Children
Online AccessGet full text
ISSN1524-8372
1532-7647
DOI10.1080/15248372.2024.2384562

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Abstract This study investigates how the approximate number system (ANS) and young children's symbolic skills jointly develop and interact. Specifically, the study aims at disentangling the directionality of the association between ANS acuity and a wide range of symbolic skills that reflect 4- to 5-year-olds' symbolic quantitative knowledge (enumeration skills, knowledge of the verbal count sequence, symbolic comparison skills, and single-digit arithmetic). After accounting for individual differences in several domain-general skills (visuospatial working memory, non-verbal reasoning, and phonological processing), path models on longitudinal data collected from 4-year-old childen in Spain (N = 62) over one year revealed that earlier single-digit arithmetic and symbolic magnitude comparison skills predicted changes in ANS acuity over time. No contribution from earlier ANS to improvements in symbolic skills was found. Notably, the strength of the effect of visuospatial working memory on improvements in ANS acuity over time was like that of the auto-regressor - the correlation between measures of ANS acuity across time points. Implications for extant theories on the nature of the associations between ANS and young children's symbolic skills are drawn.
AbstractList This study investigates how the approximate number system (ANS) and young children's symbolic skills jointly develop and interact. Specifically, the study aims at disentangling the directionality of the association between ANS acuity and a wide range of symbolic skills that reflect 4- to 5-year-olds' symbolic quantitative knowledge (enumeration skills, knowledge of the verbal count sequence, symbolic comparison skills, and single-digit arithmetic). After accounting for individual differences in several domain-general skills (visuospatial working memory, non-verbal reasoning, and phonological processing), path models on longitudinal data collected from 4-year-old childen in Spain (N = 62) over one year revealed that earlier single-digit arithmetic and symbolic magnitude comparison skills predicted changes in ANS acuity over time. No contribution from earlier ANS to improvements in symbolic skills was found. Notably, the strength of the effect of visuospatial working memory on improvements in ANS acuity over time was like that of the auto-regressor - the correlation between measures of ANS acuity across time points. Implications for extant theories on the nature of the associations between ANS and young children's symbolic skills are drawn.
Author Sanchez, Rosario
Orrantia, Josetxu
Muñez, David
Carreton, Verónica
Matilla, Laura
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Snippet This study investigates how the approximate number system (ANS) and young children's symbolic skills jointly develop and interact. Specifically, the study aims...
This study investigates how the approximate number system (ANS) and young children’s symbolic skills jointly develop and interact. Specifically, the study aims...
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SubjectTerms Acuity
Arithmetic
Children
Enumeration
Individual Differences
Information processing
Language
Number systems
Path Analysis
Short Term Memory
Spatial memory
Young Children
Title Interrelations Between Acuity of the Approximate Number System and Symbolic Skills in Preschool Children
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