Infants possess two core numerical systems—approximate magnitude representation and precise tracking of small sets—that underpin later mathematical competencies¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? By 6 months of age, infants show approximate representation of numerical magnitude and discriminate magnitudes by ratio, and keep track of small sets of up to three elements. → Elsbeth Stern 2017 q2 i? Mathematical competencies emerge from combining both core systems and linking them to culture-provided number words. → Elsbeth Stern 2017 (2)

Evidence¶

Elsbeth Stern 2017¶

Elsbeth Stern (2017). Individual differences in the learning potential of human beings. npj Science of Learning 2:2. https://doi.org/10.1038/s41539-016-0003-0

q2 · i? · review · r2

The review reports preferential-looking and infancy findings on core knowledge, quoting the ratio-dependence of approximate magnitude discrimination at 6 months and, separately, precise tracking of sets up to three elements. No effect size is printed.

"As early as at 6 months of age, infants show an ability for the approximate representations of numerical magnitude, which allow them to discriminate two magnitudes depending on their ratio."

Elsbeth Stern 2017 (2)¶

Elsbeth Stern (2017). Individual differences in the learning potential of human beings. npj Science of Learning 2:2. https://doi.org/10.1038/s41539-016-0003-0

q2 · i? · review · r2

The review's account of how core knowledge meets academic learning states that "Mathematical competencies emerge as a result of combining both core systems" with cultural number words. No effect size is printed.

"Mathematical competencies emerge as a result of combining both core systems and linking them to number words provided by the respective culture."

Discussion¶

Learner Variables¶

• Number Sense — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Preschoolers' ANS task performance follows Weber's Law: accuracy decreases as numerical ratio approaches equality, and improves with age over six months — related
• Performance on the newly learned symbols shows canonical ratio effects, consistent with mapping novel symbols onto Approximate Magnitude System representations — related
• ANS acuity correlates with later number sets fluency but does not emerge as a unique predictor once symbolic knowledge is controlled — related
• Brief practice on non-symbolic approximate numerical addition or comparison tasks speeds subsequent exact symbolic arithmetic in first graders compared with non-numerical magnitude tasks — related
• DD children's deficit in non-symbolic number magnitude processing appears only in studies of older children (10 years and above), not younger ones — related
• Accuracy on approximate addition decreases as ratio approaches 1, with a stronger ratio effect on the non-symbolic task — related
• Measures of the magnitude representation (ratio and distance effects) do not discriminate children with DD from matched controls — related
• The authors hypothesize DD children's first deficit is dysfunction in building the exact representation of symbolic numbers, with reduced ANS acuity as a consequence rather than a cause — related
• Infants exposed to the Numbers in Nappies programme showed a statistically significant increase on the BSID (III) Cognitive Scale from before to after the intervention — related