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The critical role of Arabic numeral knowledge as a longitudinal predictor of arithmetic development

Donlan, C; Habermann, S; Goebel, S; Hulme, C; (2020) The critical role of Arabic numeral knowledge as a longitudinal predictor of arithmetic development. Journal of Experimental Child Psychology , 193 , Article 104794. 10.1016/j.jecp.2019.104794.

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Abstract

Understanding the cognitive underpinnings of children’s arithmetic development has great theoretical and educational importance. Recent research suggests symbolic and nonsymbolic representations of number influence arithmetic development before and after school entry. We assessed nonverbal ability and general language skills as well as nonsymbolic (numerosity) and symbolic (numeral) comparison skills, counting, and Arabic numeral knowledge (numeral reading, writing, and identification) in preschool children (4 years of age). At 6 years of age, we reassessed nonsymbolic (numerosity) and symbolic (numeral) comparison and arithmetic. A latent variable path model showed that Arabic numeral knowledge (defined by numeral reading, writing, and identification at 4 years of age) was the sole unique predictor of arithmetic at 6 years. We conclude that knowledge of the association between spoken and Arabic numerals is one critical foundation for the development of formal arithmetic.

Type: Article
Title: The critical role of Arabic numeral knowledge as a longitudinal predictor of arithmetic development
DOI: 10.1016/j.jecp.2019.104794
Publisher version: https://doi.org/10.1016/j.jecp.2019.104794
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Language and Cognition
URI: https://discovery.ucl.ac.uk/id/eprint/10088777
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