Small-number parent talk predicts children's performance only on low-number items, whereas large-number talk predicts both low- and high-number Point-to-X items¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Controlling for SES, small-number present-object talk predicted the 12 low-number items (β=.36, p<.05) but not the 4 high-number items (β=.11, p=.50). → Gunderson Elizabeth A. 2011 q2 i? Controlling for SES, large-number present-object talk predicted the low-number items (β=.38, p<.01) and marginally predicted the high-number items (β=.27, p=.07). → Gunderson Elizabeth A. 2011 (2)

Evidence¶

Gunderson Elizabeth A. 2011¶

Gunderson Elizabeth A., Levine Susan C. (2011). Some types of parent number talk count more than others: Relations between parents' input and children's cardinal-number knowledge. Developmental Science. https://doi.org/10.1111/j.1467-7687.2011.01050.x

q2 · i? · associational · r2

Separate regressions on item subsets (Results section, N=44), restricted to present-object talk. The article interprets this as small-number talk helping children learn cardinal values 1–3 but not being "sufficient for them to learn the cardinal principle."

"parents' small-number present-object talk significantly predicted children's performance on the low-number items on the Point-to-X task (β=.36, p<.05) but did not significantly predict performance on the high-number items (β=.11, p=.50)"

Gunderson Elizabeth A. 2011 (2)¶

Gunderson Elizabeth A., Levine Susan C. (2011). Some types of parent number talk count more than others: Relations between parents' input and children's cardinal-number knowledge. Developmental Science. https://doi.org/10.1111/j.1467-7687.2011.01050.x

q2 · i? · associational · r2

Same item-split analysis for large-number talk. The article reads this as consistent with large-number talk supporting learning of the cardinal principle, which strengthens performance on low-number items too. The high-number-item prediction is marginal (p=.07).

"parents' large-number present-object talk predicted children's performance on the high-number items (β=.27, p=.07) as well as the low-number items on the point-to-X task (β=.38, p<.01)"

Discussion¶

Related Claims¶

• Parent number talk about large sets (4–10) of present objects predicts children's cardinal-number knowledge more robustly than talk about small sets (1–3) — related
• Parent number talk is infrequent but varies widely, and most of it concerns counting or labeling sets, with present-object small-set talk the most common type — related
• Parent SES significantly predicts children's cardinal-number knowledge at 46 months, accounting for 24 percent of variance — related
• Parent number talk about present, visible objects predicts children's later cardinal-number knowledge, whereas number talk without present objects does not — a broader claim this one bears on