ABSTRACT

The development of (early) numerical cognition builds on children’s ability to understand and manipulate quantities and numbers. However, previous research did not find conclusive evidence on the role of symbolic and non-symbolic skills in the development of (early) numerical cognition. The aim of the current study was to clarify the relation between different types of non-symbolic quantity skills, symbolic numerical skills and early numerical cognition. A sample of 43 children was tested at the age of 3.5 years and at the age of 5 years. At 3.5 years, non-symbolic number line estimation, non-symbolic quantity comparison and symbolic enumerating skills were measured. At 5 years, early numerical cognition, defined as symbolic number line estimation and counting, were measured It was found that non-symbolic number line estimation at 3.5 years could predict both symbolic number line estimation and counting at 5 years. Enumerating at 3.5 years could only predict counting at 5 years. This suggests that both non-symbolic and symbolic skills play a role in the development of early numerical cognition, although enumerating skills do not transfer to all types of early numerical cognition. Furthermore, not all non-symbolic skills seem to play an important role in the development of early numerical cognition. The results suggest that non-symbolic quantity comparison does not contribute much to the development of early numerical cognition. Associations between non-symbolic quantities and space, operationalized here as non-symbolic number line estimation, seem central to the development of early math from preschool to kindergarten age.

摘要

（早期）数字认知的发展建立在儿童理解和操纵数量和数字的能力上。但是，以前的研究没有发现关于符号和非符号技能在（早期）数字认知发展中的作用的确凿证据。当前研究的目的是阐明不同类型的非符号数量技能，符号数值技能和早期数值认知之间的关系。在43岁的儿童中分别对3.5岁和5岁的儿童进行了测试。在3.5岁时，测量了非符号数字线估计，非符号数量比较和符号枚举技能。在5年时，对早期的数字认知（定义为符号数线估计和计数）进行了测量，发现在3时出现了非符号数线估计。5年可以预测符号数线估计和5年计数。枚举3.5年只能预测5年。这表明非符号和符号技能都在早期数字认知的发展中发挥作用，尽管枚举技能并未转移到所有类型的早期数字认知中。此外，并非所有非符号技能似乎都在早期数字认知的发展中发挥重要作用。结果表明，非符号量比较对早期数字认知的发展没有太大贡献。非符号数量和空间之间的关联（此处作为非符号数字线估计进行操作）对于从学龄前到幼儿园年龄的早期数学发展似乎至关重要。