Knower levels were longitudinally stable across sessions, replicating Wynn, while the CP-Non-Mapper/CP-Mapper distinction fluctuated across sessions¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: tool and model accuracy changes quickly

Subclaims¶

q3 i? Only one drop in Give-N knower level occurred over six months, whereas 16 drops from CP-Mapper to CP-Non-Mapper were recorded. → Shusterman Anna 2016

Evidence¶

Shusterman Anna 2016¶

Shusterman Anna, Slusser Emily, Halberda Justin, Odic Darko. (2016). Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers. PLoS ONE 11(4): e0153072. https://doi.org/10.1371/journal.pone.0153072

q3 · i? · associational · r2

Longitudinal stability analysis of 42 children across six sessions; 30 children improved by at least one level. The authors present this as the first longitudinal assessment of the Non-Mapper/Mapper shift and conclude it may reflect "performance variables, such as attention during a particular session, rather than true conceptual stages."

"Using the knower level categories from the Give-N task, only one drop was recorded (one child dropped from a three-knower to a two-knower). Thus, as in Karen Wynn's original longitudinal study [23] of growth in verbal number knowledge, shifts in children's number word meanings were generally stable. In contrast, a total of 16 drops from CP-Mapper to CP-Non-Mapper were recorded over the course of the study"

Discussion¶

Related Claims¶

• The subset-to-cardinal-principle knower-level transition coincides with the largest longitudinal gains in ANS acuity, exceeding other transition types — related
• ANS acuity (w) did not significantly improve within children over the six-month period in the session-level analysis, though a hierarchical linear model detected a linear increase in percent correct — related
• Analyzing Give-N data by knower-level yields greater statistical power than analyzing by percent correct, plausibly explaining the discrepancy with Ansari et al. (2003). — related
• Low-level students showed stage-based fluctuation with a time-lag effect in which thinking improvement preceded writing improvement, while high-level students remained stable — related
• Fully Bayesian inference on the calibration data set assigned 423 sessions across six knower levels and estimated an evidence value v of 16.94 — related