From spontaneous focusing on numerosity to mathematics achievement: The mediating role of non-symbolic number processing and mapping between symbolic and non-symbolic representations of number

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development Pub Date : 2024-10-01 DOI:10.1016/j.cogdev.2024.101507

Reanna Wing Yiu Hung , Joey Tang , Winnie Wai Lan Chan

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引用次数: 0

Abstract

Young children who readily demonstrate a self-initiated orientation, or spontaneous focusing on numerosity (SFON), perform better in mathematics in later years. To further our understanding of the mechanisms behind this relation, the present longitudinal study with 150 Chinese preschoolers examined the potential mediating role of non-symbolic number processing and mapping between symbolic and non-symbolic representations of number. Mediation analysis indicates two independent pathways leading from SFON to math achievement—namely the non-symbolic number processing pathway and the number mapping pathway—providing a more comprehensive model to explain the predictability of SFON on children’s math achievement. Our findings indicate that children with a stronger tendency to focus on the cardinal information of the environment are better at processing set sizes as well as mapping non-symbolic quantity information onto numbers, leading to better math achievement.

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从自发关注数字到数学成就：非符号化数字处理的中介作用以及符号化和非符号化数字表征之间的映射

容易表现出自发定向或自发关注数字（SFON）的幼儿在以后的数学学习中表现更好。为了进一步了解这种关系背后的机制，本纵向研究以 150 名中国学龄前儿童为对象，考察了非符号化数字处理的潜在中介作用以及符号化和非符号化数字表征之间的映射。中介分析表明，从SFON到数学成绩有两条独立的途径--即非符号数字加工途径和数字映射途径--为解释SFON对儿童数学成绩的可预测性提供了一个更全面的模型。我们的研究结果表明，更倾向于关注环境中基本信息的儿童更善于处理集合大小以及将非符号数量信息映射到数字上，从而取得更好的数学成绩。

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来源期刊

Cognitive Development Multiple-

CiteScore

3.20

自引率

5.60%

发文量

114

期刊介绍： Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.