Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Cognitive Mapping | 1 |
| Executive Function | 1 |
| Intelligence | 1 |
| Longitudinal Studies | 1 |
| Mathematics | 1 |
| Models | 1 |
| Number Systems | 1 |
| Prediction | 1 |
| Preschool Children | 1 |
| Vocabulary Development | 1 |
Source
| Developmental Science | 1 |
Author
| Chu, Felicia W. | 1 |
| Geary, David C. | 1 |
| Mou, Yi | 1 |
| Rouder, Jeffrey | 1 |
| Seok, Jin H. | 1 |
| vanMarle, Kristy | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkvanMarle, Kristy; Chu, Felicia W.; Mou, Yi; Seok, Jin H.; Rouder, Jeffrey; Geary, David C. – Developmental Science, 2018
Children's understanding of the quantities represented by number words (i.e., cardinality) is a surprisingly protracted but foundational step in their learning of formal mathematics. The development of cardinal knowledge is related to one or two core, inherent systems--the approximate number system (ANS) and the object tracking system (OTS)--but…
Descriptors: Number Systems, Cognitive Mapping, Longitudinal Studies, Preschool Children
