Preschoolers' cardinal knowledge predicts fluent processing of symbolic and nonsymbolic magnitudes on the kindergarten number sets test two years later¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Beginning-of-preschool give-a-number, point-to-x, and nonverbal calculation performance predicted kindergarten number sets fluency with covariates controlled (overall model F(12, 95) = 7.10, p < .001, R2 = .47). → Moore 2016 q3 i? End-of-preschool point-to-x remained a significant predictor of kindergarten number sets performance (β = .37, p = .004). → Moore 2016 (2)

Evidence¶

Moore 2016¶

Moore, A. M., vanMarle, K., & Geary, D. C. (2016). Kindergartners' Fluent Processing of Symbolic Numerical Magnitude is Predicted by Their Cardinal Knowledge and Implicit Understanding of Arithmetic Two Years Earlier. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2016.05.003

q3 · i? · associational · r2

Longitudinal regression analysis of 112 at-risk preschoolers followed into kindergarten, controlling intelligence, executive functions, preliteracy, processing speed, and parental education. The model confirmed "the importance of number knower-level status, nonverbal calculation, and point-to-x" with R2 = .47.

"The results confirm the importance of number knower-level status, nonverbal calculation, and point-to-x; overall model, F(12, 95) = 7.10, p < .001, R2 = .47."

Moore 2016 (2)¶

Moore, A. M., vanMarle, K., & Geary, D. C. (2016). Kindergartners' Fluent Processing of Symbolic Numerical Magnitude is Predicted by Their Cardinal Knowledge and Implicit Understanding of Arithmetic Two Years Earlier. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2016.05.003

q3 · i? · associational · r2

End-of-preschool regression on the same sample: point-to-x was "highly significant (β = .37, p = .004)", nonverbal calculation showed only a trend, and the overall model explained R2 = .43 of number sets variance.

"point-to-x was highly significant (β = .37, p = .004) and there was a trend for nonverbal calculation (β = .19, p = .069); overall, F(9, 102) = 8.40, p < .001, R2 = .43."

Discussion¶

Learner Variables¶

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

Related Claims¶

• ANS acuity correlates with later number sets fluency but does not emerge as a unique predictor once symbolic knowledge is controlled — related
• Preschool one- and two-knowers perform at least 0.5 SDs lower on the kindergarten number sets test than early cardinal-principle knowers — a narrower finding that bears on this claim
• Point-to-x is the most consistent end-of-preschool predictor of kindergarten number sets performance across item types — related
• Preschoolers' implicit understanding of arithmetic (nonverbal calculation) predicts later number sets fluency above and beyond cardinal knowledge — related