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Association between language and early numerical development – the case of quantifiers

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journal contribution
posted on 19.05.2021, 15:30 by Verena Dresen, Korbinian MoellerKorbinian Moeller, Silvia Pixner
Language and numerical development are associated in early childhood. In the present study, we focused on the association of the development of children’s cardinality understanding of small numbers and their knowledge on unspecific quantifiers (i.e., many, a few). In a longitudinal study, we pursued the research question whether children’s knowledge on quantifiers facilitated the acquisition of specific cardinality understanding. Therefore, we followed a total of 76 (34 boys and 42 girls) monolingual German-speaking children aged between 3;6 and 4;6 years at the first measurement time point for two more measurement time points 6 months and one year later. Children’s cardinality understanding of small numbers and their quantifier knowledge were assessed using a give-N task. Results indicated a full mediation effect of children’s quantifier knowledge at time point 2 on the development of their cardinality understanding from time point 2 to time point 3. This indicates a significant contribution of children’s knowledge on unspecific quantifiers to the development of their specific cardinality understanding.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

European Journal of Developmental Psychology

Publisher

Taylor & Francis

Version

AM (Accepted Manuscript)

Rights holder

© Taylor & Francis

Publisher statement

This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Developmental Psychology on 26 Apr 2021, available online: http://www.tandfonline.com/10.1080/17405629.2021.1916463.

Acceptance date

30/03/2021

Publication date

2021-04-26

Copyright date

2021

ISSN

1740-5629

eISSN

1740-5610

Language

en

Depositor

Prof Korbinian Moeller. Deposit date: 19 May 2021