The Relation between Number Acuity and Mathematical Ability in Young Children Justin W. Bonny Master of Arts Psychology Öffentlichkeit
Bonny, Justin William (2010)
Published
Abstract
Abstract
The Relation between Number Acuity and Mathematical Ability in
Young Children
By Justin W. Bonny
A system of number that detects differences in large quantities has
been found to be
active in young infants and adults. Over development, the precision
of this number
system increases (Halberda & Feigenson, 2008). Recent research
focusing on whether
mathematical reasoning is founded on this system of number
representation has produced
conflicting results. This research, however, has focused on how
this number system
relates to math understanding broadly rather than whether the
relation is to specific
components of math understanding. Additionally, the age ranges used
for these studies
focus on children who have already developed some mature number and
math systems,
leaving open the question of whether a relation exists in younger
children who are still
learning these skills. The current study explored these issues
using a task where 3- to 5-
year-olds decided which of two numerical quantities was larger and
then completed a
standardized math test. Extending previous research with a younger
age range, children
who showed more precision (i.e. acuity) in their discrimination
scored higher on the math
test, even when age and verbal comprehension were controlled. An
item analysis
revealed that correlations between number acuity and specific
components of math
understanding (i.e., arithmetic with physical objects and cardinal
understanding) were
driving the association between number acuity and math. These
results suggest that for
some math abilities, the approximate number system is activated as
children develop
symbolic number and math abilities.
The Relation between Number Acuity and Mathematical Ability in
Young Children
By
Justin W. Bonny
B.S.
Advisor: Stella F. Lourenco, Ph.D.
A thesis submitted to the Faculty of the
James T. Laney School of Graduate Studies of Emory University
in partial fulfillment of the requirements for the degree of
Master of Arts
in Psychology
2010
Table of Contents
TABLE OF CONTENTS
Page
Title
Page…………………………………………………………………...……………..1
Abstract…………………………………………………………………...…………...…..2
List of
Tables…………………………………………………………………...…………3
List of
Figures…………………………………………………………………...………...4
Introduction…………………………………………………………………...…………...5
Method…………………………………………………………………...………………17
Results…………………………………………………………………...……………….20
Discussion…………………………………………………………………...…………...24
Tables…………………………………………………………………...………………..33
Figures…………………………………………………………………...……………….36
Appendix…………………………………………………………………...…………….39
References…...……………………………………………………………...……………40
- Distribution Agreement
- Approval Sheet
- Abstract Cover Page
- Abstract
- Cover Page
- Table of Contents
- Bonny Masters
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