Longitudinal relations between the approximate number system and symbolic number skills in preschool children

Xiangzi OUYANG, Yawei YANG, Xiao ZHANG*, Qiusi ZHANG

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

7 Citations (Scopus)

Abstract

This study examined the longitudinal relation between the approximate number system (ANS) and two symbolic number skills, namely word problem-solving skill and number line skill, in a sample of 138 Chinese 4- to 6-year-old children. The ANS and symbolic number skills were measured first in the second year of preschool (Time 1 [T1], mean age = 4.98 years; SD = 0.33) and then in the third year of preschool (Time 2 [T2]). Cross-lagged analyses indicated that word problem-solving skill at T1 predicted ANS acuity at T2 but not vice versa. In addition, there were bidirectional relations between children's word problem-solving skill and number line estimation skill. The observed longitudinal relations were robust to the control of child's sex, age, maternal education, receptive vocabulary, spatial visualization, and working memory except for the relation between T1 word problem-solving skill and T2 number line estimation skill, which was explained by child's age.

Original languageEnglish
Article number105254
Number of pages16
JournalJournal of Experimental Child Psychology
Volume212
Early online date2 Aug 2021
DOIs
Publication statusPublished - Dec 2021
Externally publishedYes

Bibliographical note

Acknowledgment:
This study was funded by the National Social Science Fund of China (BBA170071).

Publisher Copyright:
© 2021 Elsevier Inc.

Keywords

  • Approximate number system
  • Longitudinal relations
  • Number line
  • Numerical cognition
  • Preschool children
  • Word problems

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