Mapping skills between symbols and quantities in preschoolers: The role of finger patterns.
cardinality
early numeracy
finger patterns
mapping skills
preschool children
Journal
Developmental science
ISSN: 1467-7687
Titre abrégé: Dev Sci
Pays: England
ID NLM: 9814574
Informations de publication
Date de publication:
15 May 2024
15 May 2024
Historique:
revised:
15
04
2024
received:
24
07
2023
accepted:
27
04
2024
medline:
15
5
2024
pubmed:
15
5
2024
entrez:
15
5
2024
Statut:
aheadofprint
Résumé
Mapping skills between different codes to represent numerical information, such as number symbols (i.e., verbal number words and written digits) and non-symbolic quantities, are important in the development of the concept of number. The aim of the current study is to investigate children's mapping skills by incorporating another numerical code that emerges at early stages in development, finger patterns. Specifically, the study investigates (i) the order in which mapping skills develop and the association with young children's understanding of cardinality; and (ii) whether finger patterns are processed similarly to symbolic codes or rather as non-symbolic quantities. Preschool children (3-year-olds, N = 113, M
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
e13529Subventions
Organisme : Ministerio de Ciencia, Innovación y Universidades
ID : PGC2018-100758-B-I00
Informations de copyright
© 2024 The Authors. Developmental Science published by John Wiley & Sons Ltd.
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