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dc.contributor.authorMalone, Stephanie A
dc.contributor.authorPritchard, Verena E
dc.contributor.authorHulme, Charles
dc.date.accessioned2021-04-01T02:20:39Z
dc.date.available2021-04-01T02:20:39Z
dc.date.issued2021
dc.identifier.issn0022-0965
dc.identifier.doi10.1016/j.jecp.2021.105120
dc.identifier.urihttp://hdl.handle.net/10072/403495
dc.description.abstractThere is evidence that early variations in the development of an approximate number system (ANS) and symbolic number understanding are both influences on the later development of formal arithmetic skills. We report a large-scale (N = 552) longitudinal study of the predictors of arithmetic spanning a critical developmental period (the first 3 years of formal education). Variations in early knowledge of symbolic representations of number and the ordinal associations between them are direct predictors of later arithmetic skills. The development of number ordering ability is in turn predicted by earlier variations in arithmetic, the ANS (numerosity judgments), and rapid automatized naming (RAN). These findings have important implications for theories of numerical and arithmetical development and potentially for the teaching of these skills.
dc.description.peerreviewedYes
dc.languageen
dc.publisherElsevier BV
dc.relation.ispartofpagefrom105120
dc.relation.ispartofjournalJournal of Experimental Child Psychology
dc.relation.ispartofvolume208
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchcode1701
dc.subject.fieldofresearchcode1702
dc.titleSeparable effects of the approximate number system, symbolic number knowledge, and number ordering ability on early arithmetic development
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationMalone, SA; Pritchard, VE; Hulme, C, Separable effects of the approximate number system, symbolic number knowledge, and number ordering ability on early arithmetic development, Journal of Experimental Child Psychology, 2021, 208, pp. 105120
dcterms.licensehttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated2021-03-29T23:43:48Z
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2021 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
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gro.griffith.authorMalone, Stephanie


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