Poster at BCCCD 2020

10th annual BCCCD meeting
Budapest, Hungary 
January 9-11, 2020.

Poster Session B 
Date: 10th January
Time: 14:30 - 16:30
Location: First floor
Poster: PB.e-037 A-0111 

Learning the number sequence: preschool children make sense of numbers
Francesco Sella1, Daniela Lucangeli2, Roi Cohen Kadosh3, Marco Zorzi2
1University of Sheffield, UK;2University of Padova, Italy;3University of Oxford, UK.

Abstract:
Learning how symbolic numbers represent exact quantities is a cornerstone in the development of early numeracy skills. We explored how the mastering of different numerical concepts relate to symbolic magnitude knowledge, as assessed in number comparison tasks. We used a give-a-number task to classify preschool children in subset-knowers and cardinal-principle (CP) knowers. We implemented a direction task to assess children’s understanding of the directional property of the counting list: that is, adding one item to a set leads to the next number word in the counting list (i.e., successor knowledge) whereas removing one item leads to the preceding (i.e., predecessor knowledge). We used a numerosity estimation task to evaluate children’s understanding that later number words in the counting list are associated with larger numerical quantities (i.e. later-greater principle). We also used different tasks to assess children’s knowledge of the (spatial) ordinal arrangement of numbers (e.g., 1-2-3-4-5-…). Across multiple studies, our findings highlight that CP-knowers master the successor, but not predecessor knowledge. Some CP-knowers may adopt a “blind” counting forward strategy when solving the give-a-number and direction tasks without fully understanding the directional property of the counting list. Children’s mastering of the predecessor knowledge and the ability to order numbers spatially relate to number comparison skills whereas the later-greater principle has a marginal role. In this vein, the directional property of the counting list and the spatial arrangement of numbers scaffold the understanding the magnitude relation between numbers.

Click here to download the poster.

The content of the poster is mainly based on the following papers:
  1. Sella, F., & Lucangeli, D. (2020). The knowledge of the preceding number reveals a mature understanding of the number sequence. Cognition, 194, 104104. [link] [pdf]
  2. Sella, F., Lucangeli, D., Cohen Kadosh, R., & Zorzi, M. (2019). Making sense of number words and Arabic digits: does order count more? Child Development. [link] [pdf
  3. Sella, F., Lucangeli, D., & Zorzi, M. (2019). Spatial order relates to the exact numerical magnitude of digits in young children. Journal of experimental child psychology, 178, 385-404. [link] [pdf]

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