ArticleJournal of experimental child psychology2016
The precision of mapping between number words and the approximate number system predicts children's formal math abilities.
Article in Journal of experimental child psychology, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 24 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
24 citing papers in PubMed.
- Development of Number Sense in Preschoolers With Autism and its Relation to Approximate Number System Acuity.Journal of autism and developmental disorders · 2026Article
- Examining associations between foundational and complex mathematics skills in people with Down syndrome and typically developing children.The British journal of developmental psychology · 2026Article
- The Approximate Number System and Mathematical Abilities in Chinese Preschoolers With and Without Autism Spectrum Disorder.Journal of Intelligence · 2026Article
- Children's Numerical Estimation Is Biased by Male Informants More Than Female Informants.Developmental science · 2026Article
- The impact of number talks on the number sense of fourth-grade primary school students.BMC psychology · 2026Article
- Informal Mathematical Thinking: Invariance of the Role of Domain-General and Domain-Specific Precursors in Spain and Chile.Journal of Intelligence · 2025Article
- Language experience matters for the emergence of early numerical concepts.NPJ science of learning · 2023Article
- The componential nature of arithmetical cognition: some important questions.Frontiers in psychology · 2023Review
- Effects of intelligence and approximate number system on the non-symbolic division ability in preschoolers.Frontiers in psychology · 2023Article
- How Memory Counts in Mathematical Development.Journal of cognition · 2023Article
- Environmental influences on mathematics performance in early childhood.Nature reviews psychology · 2022Article
- Teasing apart the unique contributions of cognitive and affective predictors of math performance.Annals of the New York Academy of Sciences · 2022Article
- Relating mathematical abilities to numerical skills and executive functions in informal and formal schooling.BMC psychology · 2022Article
- Probing the mechanisms underlying numerosity-to-numeral mappings and their relation to math competence.Psychological research · 2021Article
- Early neuropsychological profile of children diagnosed with a brain tumor predicts later academic difficulties at school age.Child's nervous system : ChNS : official journal of the International Society for Pediatric Neurosurgery · 2021Article
- Numerosity Comparison, Estimation and Proportion Estimation Abilities May Predict Numeracy and Cognitive Reflection in Adults.Frontiers in human neuroscience · 2021Article
- A Finger-Based Numerical Training Failed to Improve Arithmetic Skills in Kindergarten Children Beyond Effects of an Active Non-numerical Control Training.Frontiers in psychology · 2020Article
- Malleability of mappings between Arabic numerals and approximate quantities: Factors underlying individual differences and the relation to math.Acta psychologica · 2019Article
- Predicting Age of Becoming a Cardinal Principle Knower.Journal of educational psychology · 2019Article
- The integration between nonsymbolic and symbolic numbers: Evidence from an EEG study.Brain and behavior · 2018Article
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4 authors.
Funding
Abstract
Children can represent number in at least two ways: by using their non-verbal, intuitive approximate number system (ANS) and by using words and symbols to count and represent numbers exactly. Furthermore, by the time they are 5years old, children can map between the ANS and number words, as evidenced by their ability to verbally estimate numbers of items without counting. How does the quality of the mapping between approximate and exact numbers relate to children's math abilities? The role of the ANS-number word mapping in math competence remains controversial for at least two reasons. First, previous work has not examined the relation between verbal estimation and distinct subtypes of math abilities. Second, previous work has not addressed how distinct components of verbal estimation-mapping accuracy and variability-might each relate to math performance. Here, we addressed these gaps by measuring individual differences in ANS precision, verbal number estimation, and formal and informal math abilities in 5- to 7-year-old children. We found that verbal estimation variability, but not estimation accuracy, predicted formal math abilities, even when controlling for age, expressive vocabulary, and ANS precision, and that it mediated the link between ANS precision and overall math ability. These findings suggest that variability in the ANS-number word mapping may be especially important for formal math abilities.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.