File Download
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1016/j.cogdev.2020.100888
- Scopus: eid_2-s2.0-85089224488
- WOS: WOS:000540372000026
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Are the acuities of magnitude representations of different types and ranges of numbers related? Testing the core assumption of the integrated theory of numerical development
Title | Are the acuities of magnitude representations of different types and ranges of numbers related? Testing the core assumption of the integrated theory of numerical development |
---|---|
Authors | |
Keywords | Numerical magnitude Mathematics Development |
Issue Date | 2020 |
Publisher | Elsevier Ltd. The Journal's web site is located at http://www.elsevier.com/locate/cogdev |
Citation | Cognitive Development, 2020, v. 54, article no. 100888 How to Cite? |
Abstract | The current study tested whether the magnitude representation acuities of different types and ranges of numbers, as proposed in the integrated theory of numerical development (Siegler, 2016), are significantly related to each other. A sample of 123 kindergarteners was assessed four times over the period from kindergarten to fourth grade on magnitude representation acuities of different types and ranges of numbers (nonsymbolic numerical magnitude in kindergarten, small whole-number magnitude in grade 1, large whole-number magnitude in grade 2, rational number magnitude in grade 4). The children were also evaluated for their mathematics achievement, intelligence, working memory capacity, reading skills, attention level, and multiplication skills. The results showed that the magnitude representation acuities of different types and ranges of numbers were significantly related to each other, and these numerical magnitude representation acuities were either directly or indirectly related to children’s mathematics achievement in grade 4. The findings from this work provide empirical support to the core assumption of the integrated theory of numerical development and highlight the significance of numerical magnitude representations at an early developmental stage to the acquisition of more advanced numerical magnitude representations in later elementary school years. |
Persistent Identifier | http://hdl.handle.net/10722/287997 |
ISSN | 2023 Impact Factor: 1.8 2023 SCImago Journal Rankings: 0.838 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Wong, TTY | - |
dc.date.accessioned | 2020-10-05T12:06:20Z | - |
dc.date.available | 2020-10-05T12:06:20Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Cognitive Development, 2020, v. 54, article no. 100888 | - |
dc.identifier.issn | 0885-2014 | - |
dc.identifier.uri | http://hdl.handle.net/10722/287997 | - |
dc.description.abstract | The current study tested whether the magnitude representation acuities of different types and ranges of numbers, as proposed in the integrated theory of numerical development (Siegler, 2016), are significantly related to each other. A sample of 123 kindergarteners was assessed four times over the period from kindergarten to fourth grade on magnitude representation acuities of different types and ranges of numbers (nonsymbolic numerical magnitude in kindergarten, small whole-number magnitude in grade 1, large whole-number magnitude in grade 2, rational number magnitude in grade 4). The children were also evaluated for their mathematics achievement, intelligence, working memory capacity, reading skills, attention level, and multiplication skills. The results showed that the magnitude representation acuities of different types and ranges of numbers were significantly related to each other, and these numerical magnitude representation acuities were either directly or indirectly related to children’s mathematics achievement in grade 4. The findings from this work provide empirical support to the core assumption of the integrated theory of numerical development and highlight the significance of numerical magnitude representations at an early developmental stage to the acquisition of more advanced numerical magnitude representations in later elementary school years. | - |
dc.language | eng | - |
dc.publisher | Elsevier Ltd. The Journal's web site is located at http://www.elsevier.com/locate/cogdev | - |
dc.relation.ispartof | Cognitive Development | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Numerical magnitude | - |
dc.subject | Mathematics | - |
dc.subject | Development | - |
dc.title | Are the acuities of magnitude representations of different types and ranges of numbers related? Testing the core assumption of the integrated theory of numerical development | - |
dc.type | Article | - |
dc.identifier.email | Wong, TTY: terrytyw@hku.hk | - |
dc.identifier.authority | Wong, TTY=rp02453 | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1016/j.cogdev.2020.100888 | - |
dc.identifier.scopus | eid_2-s2.0-85089224488 | - |
dc.identifier.hkuros | 315217 | - |
dc.identifier.volume | 54 | - |
dc.identifier.spage | article no. 100888 | - |
dc.identifier.epage | article no. 100888 | - |
dc.identifier.isi | WOS:000540372000026 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0885-2014 | - |