TY  - JOUR
A1  - Lindner, Nadja
A1  - Moeller, Korbinian
A1  - Hildebrandt, Frauke
A1  - Hasselhorn, Marcus
A1  - Lonnemann, Jan
T1  - Children's use of egocentric reference frames in spatial language is related to their numerical magnitude understanding
JF  - Frontiers in Psychology
N2  - Numerical magnitude information is assumed to be spatially represented in the form of a mental number line defined with respect to a body-centred, egocentric frame of reference. In this context, spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind, to the right/left) have been proposed to be relevant for grasping spatial relations between numerical magnitudes on the mental number line. We examined 4- to 5-year-old’s spatial language skills in tasks that allow responses in egocentric and allocentric frames of reference, as well as their relative understanding of numerical magnitude (assessed by a number word comparison task). In addition, we evaluated influences of children’s absolute understanding of numerical magnitude assessed by their number word comprehension (montring different numbers using their fingers) and of their knowledge on numerical sequences (determining predecessors and successors as well as identifying missing dice patterns of a series). Results indicated that when considering responses that corresponded to the egocentric perspective, children’s spatial language was associated significantly with their relative numerical magnitude understanding, even after controlling for covariates, such as children’s SES, mental rotation skills, and also absolute magnitude understanding or knowledge on numerical sequences. This suggests that the use of egocentric reference frames in spatial language may facilitate spatial representation of numbers along a mental number line and thus seem important for preschoolers’ relative understanding of numerical magnitude.
KW  - spatial language
KW  - frames of reference
KW  - numerical development
KW  - mental number line
KW  - preschool children
Y1  - 2022
U6  - https://doi.org/10.3389/fpsyg.2022.943191
SN  - 1664-1078
SP  - 1
EP  - 13
PB  - Frontiers
CY  - Lausanne, Schweiz
ER  - 
TY  - GEN
A1  - Lindner, Nadja
A1  - Moeller, Korbinian
A1  - Hildebrandt, Frauke
A1  - Hasselhorn, Marcus
A1  - Lonnemann, Jan
T1  - Children's use of egocentric reference frames in spatial language is related to their numerical magnitude understanding
T2  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - Numerical magnitude information is assumed to be spatially represented in the form of a mental number line defined with respect to a body-centred, egocentric frame of reference. In this context, spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind, to the right/left) have been proposed to be relevant for grasping spatial relations between numerical magnitudes on the mental number line. We examined 4- to 5-year-old’s spatial language skills in tasks that allow responses in egocentric and allocentric frames of reference, as well as their relative understanding of numerical magnitude (assessed by a number word comparison task). In addition, we evaluated influences of children’s absolute understanding of numerical magnitude assessed by their number word comprehension (montring different numbers using their fingers) and of their knowledge on numerical sequences (determining predecessors and successors as well as identifying missing dice patterns of a series). Results indicated that when considering responses that corresponded to the egocentric perspective, children’s spatial language was associated significantly with their relative numerical magnitude understanding, even after controlling for covariates, such as children’s SES, mental rotation skills, and also absolute magnitude understanding or knowledge on numerical sequences. This suggests that the use of egocentric reference frames in spatial language may facilitate spatial representation of numbers along a mental number line and thus seem important for preschoolers’ relative understanding of numerical magnitude.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 815 
KW  - spatial language
KW  - frames of reference
KW  - numerical development
KW  - mental number line
KW  - preschool children
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-581270
SN  - 1866-8364
IS  - 815
ER  - 
TY  - JOUR
A1  - Kempert, Sebastian Benjamin
A1  - Götz, Regina
A1  - Blatter, Kristine
A1  - Tibken, Catharina
A1  - Artelt, Cordula
A1  - Schneider, Wolfgang
A1  - Stanat, Petra
T1  - Training Early Literacy Related Skills
BT  - To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?
JF  - Frontiers in psychology
N2  - Well-developed phonological awareness skills are a core prerequisite for early literacy development. Although effective phonological awareness training programs exist, children at risk often do not reach similar levels of phonological awareness after the intervention as children with normally developed skills. Based on theoretical considerations and first promising results the present study explores effects of an early musical training in combination with a conventional phonological training in children with weak phonological awareness skills. Using a quasi-experimental pretest-posttest control group design and measurements across a period of 2 years, we tested the effects of two interventions: a consecutive combination of a musical and a phonological training and a phonological training alone. The design made it possible to disentangle effects of the musical training alone as well the effects of its combination with the phonological training. The outcome measures of these groups were compared with the control group with multivariate analyses, controlling for a number of background variables. The sample included N = 424 German-speaking children aged 4–5 years at the beginning of the study. We found a positive relationship between musical abilities and phonological awareness. Yet, whereas the well-established phonological training produced the expected effects, adding a musical training did not contribute significantly to phonological awareness development. Training effects were partly dependent on the initial level of phonological awareness. Possible reasons for the lack of training effects in the musical part of the combination condition as well as practical implications for early literacy education are discussed.
KW  - phonological awareness
KW  - musical training
KW  - phonological training
KW  - preschool children
KW  - early literacy
Y1  - 2016
U6  - https://doi.org/10.3389/fpsyg.2016.01803
SN  - 1664-1078
VL  - 7
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  - 
TY  - GEN
A1  - Kempert, Sebastian Benjamin
A1  - Götz, Regina
A1  - Blatter, Kristine
A1  - Tibken, Catharina
A1  - Artelt, Cordula
A1  - Schneider, Wolfgang
A1  - Stanat, Petra
T1  - Training Early Literacy Related Skills
BT  - To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?
N2  - Well-developed phonological awareness skills are a core prerequisite for early literacy development. Although effective phonological awareness training programs exist, children at risk often do not reach similar levels of phonological awareness after the intervention as children with normally developed skills. Based on theoretical considerations and first promising results the present study explores effects of an early musical training in combination with a conventional phonological training in children with weak phonological awareness skills. Using a quasi-experimental pretest-posttest control group design and measurements across a period of 2 years, we tested the effects of two interventions: a consecutive combination of a musical and a phonological training and a phonological training alone. The design made it possible to disentangle effects of the musical training alone as well the effects of its combination with the phonological training. The outcome measures of these groups were compared with the control group with multivariate analyses, controlling for a number of background variables. The sample included N = 424 German-speaking children aged 4–5 years at the beginning of the study. We found a positive relationship between musical abilities and phonological awareness. Yet, whereas the well-established phonological training produced the expected effects, adding a musical training did not contribute significantly to phonological awareness development. Training effects were partly dependent on the initial level of phonological awareness. Possible reasons for the lack of training effects in the musical part of the combination condition as well as practical implications for early literacy education are discussed.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 311 
KW  - early literacy
KW  - musical training
KW  - phonological awareness
KW  - phonological training
KW  - preschool children
Y1  - 2016
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-101943
ER  -