This study examines whether parent ratings of children's numeracy skills are more related to direct assessments of corresponding skills, broad numeracy, or other cognitive skills, to inform how to best utilize parent ratings in research. Children in the sample (N = 129) ranged from 3.07 to 5.95 years old and 52.3% were male. Most (81%) of the children were White. Parents rated their children's counting, arithmetic, and numeral identification skills. Children were directly assessed on these skills, broad numeracy, and other cognitive skills (i.e., expressive vocabulary, executive function). Parent ratings of children's numeracy abilities varied in terms of whether they were more related to directly assessed corresponding skills or broad numeracy abilities. Aggregated parent ratings predicted broad numeracy abilities more than other cognitive skills, providing evidence for discriminant validity. Findings inform how parent ratings may be used when children cannot be directly assessed, such as when large-scale parent surveys are used.

这项研究调查了父母对儿童计算能力的评价是否与对相应技能，广泛计算或其他认知技能的直接评估更相关，以告知如何在研究中最好地利用父母评价。样本中的儿童（N = 129）的年龄介于3.07至5.95岁之间，男性占52.3％。大多数（81％）儿童是白人。父母对孩子的计数，算术和数字识别技能进行了评分。对儿童的这些技能，广泛的计算能力和其他认知技能（即表达性词汇，执行功能）进行了直接评估。父母对孩子的计算能力的评价在是否与直接评估的相应技能或广泛的计算能力更相关方面有所不同。父母的综合评分比其他认知技能更能预测广泛的计算能力，从而提供判别效度的证据。研究发现，当无法直接评估儿童时（例如使用大规模父母调查时），可以如何使用父母等级。