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  - GEN
A1  - Ehlert, Antje
A1  - Poltz, Nadine
A1  - Quandte, Sabine
A1  - Kohn-Henkel, Juliane
A1  - Kucian, Karin
A1  - Aster, Michael von
A1  - Esser, Günter
T1  - Taking a closer look: The relationship between pre-school domain general cognition and school mathematics achievement when controlling for intelligence
T2  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 786 
KW  - intellectual ability
KW  - intelligence
KW  - pre-school
KW  - mathematical precursor
KW  - mathematical development
KW  - school mathematics
KW  - longitudinal
KW  - numerical skills
KW  - working memory
KW  - attention
Y1  - 2022
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-562337
SN  - 1866-8364
SP  - 1
EP  - 23
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  -