ArticleJournal of educational psychology2019
Predicting Age of Becoming a Cardinal Principle Knower.
Article in Journal of educational psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Are Mathematical and Musical Abilities Related Beyond Intelligence?Journal of Intelligence · 2026Article
- Screening early numerical development in Brazilian children: adaptation and validation of MARKO-S.Frontiers in psychology · 2026Article
- Complexity of parental number talk predicts preschoolers' gains in cardinal knowledge.Scientific reports · 2025Article
- Introducing Mr. Three: Attention, Perception, and Meaning Selection in the Acquisition of Number and Color Words.Open mind : discoveries in cognitive science · 2024Article
- Environmental influences on mathematics performance in early childhood.Nature reviews psychology · 2022Article
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Authors and funding
5 authors.
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Abstract
Children's first mathematics concept is their understanding of the quantities represented by number words (cardinal value), and the age at which they achieve this insight predicts their readiness for mathematics learning in school. We provide the first exploration of the factors that influence the age of becoming a cardinal principle knower (CPK), with a longitudinal study of 197 (94 boys) children from the beginning to the end of two years of preschool. Core symbolic and non-symbolic quantitative competencies at the beginning of preschool, as well as measures of intelligence, executive function, preliteracy skills, and parental education were used to predict timing of CPK status. Children who achieved early CPK status had higher IQ scores, knew more count words and numerals, and had a better intuitive understanding of relative quantity than their peers. Children who were delayed CPKs, in contrast, had deficits in executive function and poor preliteracy skills. The results add to our understanding of children's conceptual development in mathematics and have implications for the identification of at-risk children and design of interventions for them.
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