Evidence map›Paper›PMID 41387472›Full record

ArticleScientific reports2025

Complexity of parental number talk predicts preschoolers' gains in cardinal knowledge.

David C Geary, Emine Simsek, Sara Gable, Jordan A Booker, Lara Nugent, Mary K Hoard

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Scientific reports, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

David C GearyDepartment of Psychological Sciences, University of Missouri, Columbia, MO, USA. GearyD@Missouri.edu.
Emine SimsekDepartment of Psychological Sciences, University of Missouri, Columbia, MO, USA.
Sara GableInstitute of Public Policy, Truman School of Government and Public Affairs, University of Missouri, Columbia, MO, USA.
Jordan A BookerDepartment of Psychological Sciences, University of Missouri, Columbia, MO, USA.
Lara NugentDepartment of Psychological Sciences, University of Missouri, Columbia, MO, USA.
Mary K HoardDepartment of Psychological Sciences, University of Missouri, Columbia, MO, USA.

Funding

Research Strategy: Multisystemic Study of Early Mathematics DevelopmentP20HD109951 · NICHD · UNIVERSITY OF MISSOURI-COLUMBIA · PI DAVID C GEARY · 2022 to 2026
$2.3M
NICHD NIH HHS P20 HD109951
6 · The paper itself

Abstract

The study sought to identify the parental, child, and classroom predictors of gains in children's (n = 86) cardinal knowledge of number words and numerals (child M

Indexed as

MathematicsParent-Child RelationsParentsAdultBayes TheoremChild, PreschoolExecutive FunctionFemaleHumansIntelligenceMaleMemory, Short-TermCardinal knowledgeHome numeracyMathematics developmentNumber talkPreschool

Identifiers

PMID41387472
PMCPMC12700899

What OpenQuestion holds

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LicenceCC BY-NC-ND
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Registered trials

None linked

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.