Spontaneous Focusing on Numerosity and Mathematical Skills of Young Children.

Abstract Two studies were conducted to investigate, firstly, children's focusing on the aspect of numerosity in utilizing enumeration in action, and, secondly, whether children's Spontaneous FOcusing on Numerosity (SFON) is related to their counting development. The longitudinal data of 39 children from the age of 3.5 to 6 years showed individual differences in SFON, as well as stability in children's SFON across tasks during the follow-up. Path analyses indicated a reciprocal relationship between SFON and counting development. The results were confirmed by a cross-sectional study of 183 6.5-year-old children when the effects of non-verbal IQ, verbal comprehension and lacking enumeration and procedural skills were controlled.

[1]  P. Starkey,et al.  Perception of numbers by human infants. , 1980, Science.

[2]  Minna M. Hannula.  Spontaneous Focusing on Numerosity in the Development of Early Mathematical Skills , 2005 .

[3]  Stanislas Dehaene,et al.  Dissociable mechanisms of subitizing and counting: Neuropsychological evidence from simultanagnosic patients. , 1994 .

[4]  Barbara J. Dougherty,et al.  Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education , 2020 .

[5]  R. Gelman.  First Principles Organize Attention to and Learning About Relevant Data: Number and the Animate‐Inanimate Distinction as Examples , 1990 .

[6]  Geoffrey B. Saxe,et al.  Social processes in early number development. , 1987 .

[7]  Z. Pylyshyn,et al.  Why are small and large numbers enumerated differently? A limited-capacity preattentive stage in vision. , 1994, Psychological review.

[8]  P. Bentler,et al.  Cutoff criteria for fit indexes in covariance structure analysis : Conventional criteria versus new alternatives , 1999 .

[9]  M. Goodale,et al.  Visual control of action but not perception requires analytical processing of object shape , 2003, Nature.

[10]  J. Raven.  Coloured progressive matrices : sets A, Ab, B , 1956 .

[11]  Units of counting: Developmental changes , 1998 .

[12]  S. Dehaene,et al.  Dissociable mechanisms of subitizing and counting: neuropsychological evidence from simultanagnosic patients. , 1994, Journal of experimental psychology. Human perception and performance.

[13]  Scott T. Grafton,et al.  Neural Evidence Linking Visual Object Enumeration and Attention , 1999, Journal of Cognitive Neuroscience.

[14]  K. Fuson.  Children's Counting and Concepts of Number , 1987 .

[15]  I. Samuelsson,et al.  Imitation and Variation: Reflections on toddlers' strategies for learning , 2002 .

[16]  Chris Donlan,et al.  The Development of Mathematical Skills , 2021 .

[17]  Karen Wynn,et al.  Children's understanding of counting , 1990, Cognition.

[18]  K. A. Ericsson,et al.  Expert and exceptional performance: evidence of maximal adaptation to task constraints. , 1996, Annual review of psychology.

[19]  E. L. Kaufman,et al.  The discrimination of visual number. , 1949, The American journal of psychology.

[20]  Karen Wynn,et al.  Numerical competence in infants. , 1998 .

[21]  Rochel Gelman,et al.  First Principles Organize Attention to and Learning About Relevant Data: Number and the Animate-Inanimate Distinction as Examples , 1990, Cogn. Sci..