The development of Arabic digit knowledge in 4- to 7-year-old children
Author(s) / Creator(s)
Knudsen, Birgit
Fischer, Martin H.
Henning, Anne
Aschersleben, Gisa
Abstract / Description
Recent studies indicate that Arabic digit knowledge rather than non-symbolic number knowledge is a key foundation for arithmetic proficiency at the start of a child’s mathematical career. We document the developmental trajectory of 4- to 7-year-olds’ proficiency in accessing magnitude information from Arabic digits in five tasks differing in magnitude manipulation requirements. Results showed that children from 5 years onwards accessed magnitude information implicitly and explicitly, but that 5-year-olds failed to access magnitude information explicitly when numerical magnitude was contrasted with physical magnitude. Performance across tasks revealed a clear developmental trajectory: children traverse from first knowing the cardinal values of number words to recognizing Arabic digits to knowing their cardinal values and, concurrently, their ordinal position. Correlational analyses showed a strong within-child consistency, demonstrating that this pattern is not only reflected in group differences but also in individual performance.
Keyword(s)
Arabic digits magnitude cardinality ordinality developmentPersistent Identifier
Date of first publication
2015-10-29
Journal title
Journal of Numerical Cognition
Volume
1
Issue
1
Page numbers
21–37
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Knudsen, B., Fischer, M. H., Henning, A., & Aschersleben, G. (2015). The development of Arabic digit knowledge in 4- to 7-year-old children. Journal of Numerical Cognition, 1(1), 21–37. https://doi.org/10.5964/jnc.v1i1.4
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Author(s) / Creator(s)Knudsen, Birgit
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Author(s) / Creator(s)Fischer, Martin H.
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Author(s) / Creator(s)Henning, Anne
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Author(s) / Creator(s)Aschersleben, Gisa
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PsychArchives acquisition timestamp2018-11-21T11:42:38Z
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Made available on2018-11-21T11:42:38Z
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Date of first publication2015-10-29
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Abstract / DescriptionRecent studies indicate that Arabic digit knowledge rather than non-symbolic number knowledge is a key foundation for arithmetic proficiency at the start of a child’s mathematical career. We document the developmental trajectory of 4- to 7-year-olds’ proficiency in accessing magnitude information from Arabic digits in five tasks differing in magnitude manipulation requirements. Results showed that children from 5 years onwards accessed magnitude information implicitly and explicitly, but that 5-year-olds failed to access magnitude information explicitly when numerical magnitude was contrasted with physical magnitude. Performance across tasks revealed a clear developmental trajectory: children traverse from first knowing the cardinal values of number words to recognizing Arabic digits to knowing their cardinal values and, concurrently, their ordinal position. Correlational analyses showed a strong within-child consistency, demonstrating that this pattern is not only reflected in group differences but also in individual performance.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationKnudsen, B., Fischer, M. H., Henning, A., & Aschersleben, G. (2015). The development of Arabic digit knowledge in 4- to 7-year-old children. Journal of Numerical Cognition, 1(1), 21–37. https://doi.org/10.5964/jnc.v1i1.4en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/1229
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1421
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/jnc.v1i1.4
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Keyword(s)Arabic digitsen_US
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Keyword(s)magnitudeen_US
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Keyword(s)cardinalityen_US
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Keyword(s)ordinalityen_US
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Keyword(s)developmenten_US
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Dewey Decimal Classification number(s)150
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TitleThe development of Arabic digit knowledge in 4- to 7-year-old childrenen_US
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DRO typearticle
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Issue1
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Journal titleJournal of Numerical Cognition
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Page numbers21–37
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Volume1
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Visible tag(s)Version of Record