ArticleFrontiers in psychology2025
How does Family Socioeconomic Status influence Children's Cardinality Principle? The chain mediation roles of Approximate Number System and Receptive Vocabulary Skills.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Family Socioeconomic Status, the Approximate Number System, and the Receptive Vocabulary Skills have been identified as key factors influencing the development of children's Cardinality Principle. However, the relationships among these variables and their underlying mechanisms remain unclear. This study aims to investigate how the Family Socioeconomic Status (FES) impacts children's understanding of the Cardinality Principle, with a focus on the mediating roles of the Approximate Number System (ANS) and the Receptive Vocabulary Skills (RVS). Methods: A cross-sectional design was employed, involving 110 children (55 boys, 55 girls; Mean age = 67.53 months, Results: Correlation analyses revealed significant positive associations between children's Cardinality Principle, Family Socioeconomic Status, Approximate Number System, and Receptive Vocabulary Skills. After controlling for child gender and age, mediation analysis indicated that the Family Socioeconomic Status had a direct positive effect on children's Cardinality Principle. The Approximate Number System and the Receptive Vocabulary Skills each partially mediated the relationship between Family Socioeconomic Status and Cardinality Principle. Additionally, the Approximate Number System and the Receptive Vocabulary Skills together acted as chain mediators in the Family Socioeconomic Status- Cardinality Principle relationship. Conclusions: This study highlights that the Family Socioeconomic Status indirectly influences the development of the Cardinality Principle through the Approximate Number System and Receptive Vocabulary Skills, underscoring the complex interactions between the Family Socioeconomic Status, the Approximate Number System, and Receptive Vocabulary Skills in the development of children's mathematical abilities. The findings suggest that early educational interventions should consider both cognitive and language development alongside socioeconomic factors to better support children's mathematical learning.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.