TY  - JOUR
A1  - Weskott, Thomas
A1  - Fanselow, Gisbert
T1  - On the informativity of different measures of linguistic acceptability
JF  - Language : journal of the Linguistic Society of America
N2  - This article deals with the claim that the MAGNITUDE ESTIMATION (ME) method of gathering acceptability judgments produces data that are more informative for linguists than binary or n-point scale judgments. We performed three acceptability-rating experiments that directly compared ME data to binary and seven-point scale data. The results clearly falsify the hypothesis that data gathered by the ME method carry a larger amount of information about the acceptability of a given linguistic phenomenon. The three measures are largely equivalent with respect to informativity. Moreover, ME judgments are shown to be more liable to producing spurious variance under certain circumstances.*
KW  - acceptability judgments
KW  - empirical syntax
KW  - magnitude estimation
KW  - informativity
Y1  - 2011
SN  - 0097-8507
VL  - 87
IS  - 2
SP  - 249
EP  - 273
PB  - Linguistic Society of America
CY  - Washington
ER  - 
TY  - GEN
A1  - Poltz, Nadine
A1  - Quandte, Sabine
A1  - Kohn, Juliane
A1  - Kucian, Karin
A1  - Wyschkon, Anne
A1  - von Aster, Michael
A1  - Esser, Günter
T1  - Does It Count? Pre-School Children’s Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School
T2  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - Background: Children’s spontaneous focusing on numerosity (SFON) is related to numerical skills. This study aimed to examine (1) the developmental trajectory of SFON and (2) the interrelations between SFON and early numerical skills at pre-school as well as their influence on arithmetical skills at school. Method: Overall, 1868 German pre-school children were repeatedly assessed until second grade. Nonverbal intelligence, visual attention, visuospatial working memory, SFON and numerical skills were assessed at age five (M = 63 months, Time 1) and age six (M = 72 months, Time 2), and arithmetic was assessed at second grade (M = 95 months, Time 3). Results: SFON increased significantly during pre-school. Path analyses revealed interrelations between SFON and several numerical skills, except number knowledge. Magnitude estimation and basic calculation skills (Time 1 and Time 2), and to a small degree number knowledge (Time 2), contributed directly to arithmetic in second grade. The connection between SFON and arithmetic was fully mediated by magnitude estimation and calculation skills at pre-school. Conclusion: Our results indicate that SFON first and foremost influences deeper understanding of numerical concepts at pre-school and—in contrast to previous findings –affects only indirectly children’s arithmetical development at school.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 777 
KW  - SFON
KW  - school mathematics
KW  - mathematical precursor
KW  - counting
KW  - number knowledge
KW  - magnitude estimation
KW  - transformation
KW  - pre-school
KW  - longitudinal
KW  - development
Y1  - 2022
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-560283
SN  - 1866-8364
SP  - 1
EP  - 18
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Poltz, Nadine
A1  - Quandte, Sabine
A1  - Kohn, Juliane
A1  - Kucian, Karin
A1  - Wyschkon, Anne
A1  - von Aster, Michael
A1  - Esser, Günter
T1  - Does It Count? Pre-School Children’s Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School
JF  - Brain Sciences
N2  - Background: 
Children’s spontaneous focusing on numerosity (SFON) is related to numerical skills. This study aimed to examine (1) the developmental trajectory of SFON and (2) the interrelations between SFON and early numerical skills at pre-school as well as their influence on arithmetical skills at school. 

Method: 
Overall, 1868 German pre-school children were repeatedly assessed until second grade. Nonverbal intelligence, visual attention, visuospatial working memory, SFON and numerical skills were assessed at age five (M = 63 months, Time 1) and age six (M = 72 months, Time 2), and arithmetic was assessed at second grade (M = 95 months, Time 3). 

Results: 
SFON increased significantly during pre-school. Path analyses revealed interrelations between SFON and several numerical skills, except number knowledge. Magnitude estimation and basic calculation skills (Time 1 and Time 2), and to a small degree number knowledge (Time 2), contributed directly to arithmetic in second grade. The connection between SFON and arithmetic was fully mediated by magnitude estimation and calculation skills at pre-school. 

Conclusion: 
Our results indicate that SFON first and foremost influences deeper understanding of numerical concepts at pre-school and—in contrast to previous findings –affects only indirectly children’s arithmetical development at school.
KW  - SFON
KW  - school mathematics
KW  - mathematical precursor
KW  - counting
KW  - number knowledge
KW  - magnitude estimation
KW  - transformation
KW  - pre-school
KW  - longitudinal
KW  - development
Y1  - 2022
U6  - https://doi.org/10.3390/brainsci12030313
SN  - 2076-3425
VL  - 12
SP  - 1
EP  - 18
PB  - MDPI
CY  - Basel, Schweiz
ET  - 3
ER  -