The precision of mapping between number words and the approximate number system predicts children's formal math abilities.
The precision of mapping between number words and the approximate number system predicts children's formal math abilities.
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DOI：
10.1016/j.jecp.2016.06.003
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发表时间：
2016-10
影响因子：
2.6
通讯作者：
Halberda J
中科院分区：
文献类型：
--
作者：
Libertus ME;Odic D;Feigenson L;Halberda J
儿童至少可以通过两种方式来表示数字：通过使用他们的非语言，直观的近似数字系统（ANS），以及通过使用单词和符号来精确地计算和表示数字。此外，当他们五岁的时候，孩子们可以在ANS和数字单词之间映射，这可以通过他们在不计数的情况下口头估计物品数量的能力来证明。近似数和精确数之间的映射质量与儿童的数学能力有什么关系？ANS-数字词映射在数学能力中的作用仍然存在争议，至少有两个原因。首先，以前的工作并没有检查口头估计和不同亚型的数学能力之间的关系。其次，以前的工作还没有解决如何不同的组件的口头估计-映射准确性和可变性-可能每个都与数学成绩。在这里，我们通过测量5至7岁儿童的ANS精度，口头数字估计以及正式和非正式数学能力的个体差异来解决这些差距。我们发现，口头估计的变异性，但不是估计的准确性，预测正式的数学能力，即使在控制年龄，表达性词汇，和ANS精度，它介导的ANS精度和整体数学能力之间的联系。这些发现表明，在ANS-数字词映射的变化可能是特别重要的正式数学能力。
Children can represent number in at least two ways: by using their non-verbal, intuitive Approximate Number System (ANS), and by using words and symbols to count and represent numbers exactly. Further, by the time they are five years old, children can map between the ANS and number words, as evidenced by their ability to verbally estimate numbers of items without counting. How does the quality of the mapping between approximate and exact numbers relate to children’s math abilities? The role of the ANS-number word mapping in math competence remains controversial for at least two reasons. First, previous work has not examined the relation between verbal estimation and distinct subtypes of math abilities. Second, previous work has not addressed how distinct components of verbal estimation – mapping accuracy and variability – might each relate to math performance. Here, we address these gaps by measuring individual differences in ANS precision, verbal number estimation, and formal and informal math abilities in 5- to 7-year-old children. We found that verbal estimation variability, but not estimation accuracy, predicted formal math abilities even when controlling for age, expressive vocabulary, and ANS precision, and that it mediated the link between ANS precision and overall math ability. These findings suggest that variability in the ANS-number word mapping may be especially important for formal math abilities.