@article{EhmLonnemannBrandenburgetal.2019, author = {Ehm, Jan-Henning and Lonnemann, Jan and Brandenburg, Janin and Huschka, Sina Simone and Hasselhorn, Marcus and Lervag, Arne}, title = {Exploring factors underlying children's acquisition and retrieval of sound sound-symbol association skills}, series = {Journal of experimental child psychology}, volume = {177}, journal = {Journal of experimental child psychology}, publisher = {Elsevier}, address = {New York}, issn = {0022-0965}, doi = {10.1016/j.jecp.2018.07.006}, pages = {86 -- 99}, year = {2019}, abstract = {Letter knowledge is considered an important cognitive foundation for learning to read. The underlying mechanisms of the association between letter knowledge and reading skills are, however, not fully understood. Acquiring letter knowledge depends on the ability to learn and retrieve sound-symbol pairings. In the current study, this process was explored by setting preschool children's (N = 242, mean age = 5.57 years) performance in the acquisition and retrieval of a paired associate learning (PAL) task in relation to their letter knowledge as well as to their performance in tasks assessing precursors of reading skills (i.e., phonological awareness, rapid automatized naming, phonological short-term memory, backward recall, and response inhibition). Multiple regression analyses revealed that performance in the acquisition of the PAL task was significantly associated with phonological awareness and backward recall, whereas performance in the retrieval of the PAL task was significantly associated with rapid automatized naming, phonological awareness, and backward recall. Moreover, PAL proved to be mediating the relation between reading precursors and letter knowledge. Together, these findings indicate that the acquisition of letter knowledge may depend on a visual-verbal associative learning mechanism and that different factors contribute to the acquisition and retrieval of such visual-verbal associations.}, language = {en} } @misc{LohseSixtusLonnemann2019, author = {Lohse, Karoline and Sixtus, Elena and Lonnemann, Jan}, title = {Thinking about time and number}, series = {Behavioral and brain sciences : an international journal of current research and theory with open peer commentary}, volume = {42}, journal = {Behavioral and brain sciences : an international journal of current research and theory with open peer commentary}, publisher = {Cambridge Univ. Press}, address = {New York}, issn = {0140-525X}, doi = {10.1017/S0140525X19000475}, pages = {2}, year = {2019}, abstract = {Based on the notion that time, space, and number are part of a generalized magnitude system, we assume that the dual-systems approach to temporal cognition also applies to numerical cognition. Referring to theoretical models of the development of numerical concepts, we propose that children's early skills in processing numbers can be described analogously to temporal updating and temporal reasoning.}, language = {en} } @article{LindnerMoellerHildebrandtetal.2022, author = {Lindner, Nadja and Moeller, Korbinian and Hildebrandt, Frauke and Hasselhorn, Marcus and Lonnemann, Jan}, title = {Children's use of egocentric reference frames in spatial language is related to their numerical magnitude understanding}, series = {Frontiers in Psychology}, journal = {Frontiers in Psychology}, publisher = {Frontiers}, address = {Lausanne, Schweiz}, issn = {1664-1078}, doi = {10.3389/fpsyg.2022.943191}, pages = {1 -- 13}, year = {2022}, abstract = {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.}, language = {en} } @misc{LonnemannHasselhorn2018, author = {Lonnemann, Jan and Hasselhorn, Marcus}, title = {Fr{\"u}he mathematische Bildung}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {636}, issn = {1866-8364}, doi = {10.25932/publishup-44148}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-441484}, pages = {129 -- 134}, year = {2018}, abstract = {Im vorliegenden Beitrag werden aktuelle Forschungstrends im Bereich der fr{\"u}hen mathematischen Bildung im Kontext j{\"u}ngst formulierter Zieldimensionen f{\"u}r die fr{\"u}he mathematische Bildung (siehe Benz et al., 2017) dargestellt. Es wird auf spielbasierte F{\"o}rdermaßnahmen, Kompetenzen im Bereich „Raum und Form", den Einfluss sprachlicher Parameter auf die Entwicklung mathematischer Kompetenzen sowie auf mathematikbezogene Kompetenzen fr{\"u}hp{\"a}dagogischer Fachkr{\"a}fte eingegangen. Dar{\"u}ber hinaus werden die Ergebnisse einer aktuellen Feldstudie zur F{\"o}rderung fr{\"u}her mathematischer Kompetenzen (siehe Dillon, Kannan, Dean, Spelke \& Duflo, 2017) vorgestellt. Abschließend wird die Entwicklung und Implementierung anschlussf{\"a}higer Bildungskonzepte als eine der zentralen Herausforderungen zuk{\"u}nftiger Forschungs- und Bildungsbem{\"u}hungen diskutiert}, language = {de} } @article{LonnemannHasselhorn2018, author = {Lonnemann, Jan and Hasselhorn, Marcus}, title = {Fr{\"u}he mathematische Bildung}, series = {Fr{\"u}he Bildung}, volume = {7}, journal = {Fr{\"u}he Bildung}, number = {3}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {2191-9186}, doi = {10.1026/2191-9186/a000379}, pages = {129 -- 134}, year = {2018}, abstract = {Im vorliegenden Beitrag werden aktuelle Forschungstrends im Bereich der fr{\"u}hen mathematischen Bildung im Kontext j{\"u}ngst formulierter Zieldimensionen f{\"u}r die fr{\"u}he mathematische Bildung (siehe Benz et al., 2017) dargestellt. Es wird auf spielbasierte F{\"o}rdermaßnahmen, Kompetenzen im Bereich „Raum und Form", den Einfluss sprachlicher Parameter auf die Entwicklung mathematischer Kompetenzen sowie auf mathematikbezogene Kompetenzen fr{\"u}hp{\"a}dagogischer Fachkr{\"a}fte eingegangen. Dar{\"u}ber hinaus werden die Ergebnisse einer aktuellen Feldstudie zur F{\"o}rderung fr{\"u}her mathematischer Kompetenzen (siehe Dillon, Kannan, Dean, Spelke \& Duflo, 2017) vorgestellt. Abschließend wird die Entwicklung und Implementierung anschlussf{\"a}higer Bildungskonzepte als eine der zentralen Herausforderungen zuk{\"u}nftiger Forschungs- und Bildungsbem{\"u}hungen diskutiert}, language = {de} } @article{LonnemannMuellerBuettneretal.2018, author = {Lonnemann, Jan and M{\"u}ller, Christian and B{\"u}ttner, Gerhard and Hasselhorn, Marcus}, title = {The influence of visual-spatial skills on the association between processing of nonsymbolic numerical magnitude and number word sequence skills}, series = {Journal of experimental child psychology}, volume = {178}, journal = {Journal of experimental child psychology}, publisher = {Elsevier}, address = {New York}, issn = {0022-0965}, doi = {10.1016/j.jecp.2018.09.018}, pages = {184 -- 197}, year = {2018}, abstract = {Nonsymbolic numerical magnitude processing skills are assumed to be fundamental to mathematical learning. Recent findings suggest that visual-spatial skills account for associations between children's performance in visually presented nonsymbolic numerical magnitude comparison tasks and their performance in visually presented arithmetic tasks. The aim of the current study was to examine whether associations between children's performance in visually presented tasks assessing nonsymbolic numerical magnitude processing skills and their performance in tasks assessing early mathematical skills, which do not involve visual stimulation, may also be mediated by visual-spatial skills. This line of reasoning is based on the assumption that children make use of mental visualization processes when working on tasks assessing early mathematical skills, such as knowledge of the sequence of number words, even when these tasks do not involve visual stimulation. We assessed 4- to 6-year-old children's performance in a nonsymbolic numerical magnitude comparison task, in tasks concerning knowledge of the sequence of number words, and in a developmental test to assess visual-spatial skills. Children's nonsymbolic numerical magnitude processing skills were found to be associated with their number word sequence skills. This association was fully mediated by interindividual differences in visual-spatial skills. The effect size of this mediation effect was small. We assume that the ability to construct mental visualizations constitutes the key factor underlying this mediation effect.}, language = {en} } @article{LindnerMoellerDresenetal.2022, author = {Lindner, Nadja and Moeller, Korbinian and Dresen, Verena and Pixner, Silvia and Lonnemann, Jan}, title = {Children's spatial language skills predict their verbal number skills}, series = {PLOS ONE}, volume = {17}, journal = {PLOS ONE}, number = {10}, publisher = {PLOS}, address = {San Francisco}, issn = {1932-6203}, doi = {10.1371/journal.pone.0277026}, pages = {15}, year = {2022}, abstract = {The process of number symbolization is assumed to be critically influenced by the acquisition of so-called verbal number skills (e.g., verbally reciting the number chain and naming Arabic numerals). For the acquisition of these verbal number skills, verbal and visuospatial skills are discussed as contributing factors. In this context, children's verbal number skills have been found to be associated with their concurrent spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind). In a longitudinal study with three measurement times (T1, T2, T3) at an interval of about 6 months, we evaluated the predictive role of preschool children's (mean age at T1: 3 years and 10 months) spatial language skills for the acquisition of verbal number skills. Children's spatial language skills at T2 significantly predicted their verbal number skills at T3, when controlling for influences of important covariates such as vocabulary knowledge. In addition, further analyses replicated previous results indicating that children's spatial language skills at T2 were associated with their verbal number skills at T2. Exploratory analyses further revealed that children's verbal number skills at T1 predict their spatial language at T2. Results suggests that better spatial language skills at the age of 4 years facilitate the future acquisition of verbal number skills.}, language = {en} } @article{SixtusLonnemannFischeretal.2019, author = {Sixtus, Elena and Lonnemann, Jan and Fischer, Martin H. and Werner, Karsten}, title = {Mental Number Representations in 2D Space}, series = {Frontiers in Psychology}, volume = {10}, journal = {Frontiers in Psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2019.00172}, pages = {11}, year = {2019}, abstract = {There is evidence both for mental number representations along a horizontal mental number line with larger numbers to the right of smaller numbers (for Western cultures) and a physically grounded, vertical representation where "more is up." Few studies have compared effects in the horizontal and vertical dimension and none so far have combined both dimensions within a single paradigm where numerical magnitude was task-irrelevant and none of the dimensions was primed by a response dimension. We now investigated number representations over both dimensions, building on findings that mental representations of numbers and space co-activate each other. In a Go/No-go experiment, participants were auditorily primed with a relatively small or large number and then visually presented with quasi-randomly distributed distractor symbols and one Arabic target number (in Go trials only). Participants pressed a central button whenever they detected the target number and elsewise refrained from responding. Responses were not more efficient when small numbers were presented to the left and large numbers to the right. However, results indicated that large numbers were associated with upper space more strongly than small numbers. This suggests that in two-dimensional space when no response dimension is given, numbers are conceptually associated with vertical, but not horizontal space.}, language = {en} } @misc{SixtusLonnemannFischeretal.2019, author = {Sixtus, Elena and Lonnemann, Jan and Fischer, Martin H. and Werner, Karsten}, title = {Mental Number Representations in 2D Space}, series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, number = {538}, issn = {1866-8364}, doi = {10.25932/publishup-42496}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-424960}, year = {2019}, abstract = {There is evidence both for mental number representations along a horizontal mental number line with larger numbers to the right of smaller numbers (for Western cultures) and a physically grounded, vertical representation where "more is up." Few studies have compared effects in the horizontal and vertical dimension and none so far have combined both dimensions within a single paradigm where numerical magnitude was task-irrelevant and none of the dimensions was primed by a response dimension. We now investigated number representations over both dimensions, building on findings that mental representations of numbers and space co-activate each other. In a Go/No-go experiment, participants were auditorily primed with a relatively small or large number and then visually presented with quasi-randomly distributed distractor symbols and one Arabic target number (in Go trials only). Participants pressed a central button whenever they detected the target number and elsewise refrained from responding. Responses were not more efficient when small numbers were presented to the left and large numbers to the right. However, results indicated that large numbers were associated with upper space more strongly than small numbers. This suggests that in two-dimensional space when no response dimension is given, numbers are conceptually associated with vertical, but not horizontal space.}, language = {en} } @article{LonnemannLiZhaoetal.2019, author = {Lonnemann, Jan and Li, Su and Zhao, Pei and Linkersd{\"o}rfer, Janosch and Lindberg, Sven and Hasselhorn, Marcus}, title = {Differences in Counting Skills Between Chinese and German Children Are Accompanied by Differences in Processing of Approximate Numerical Magnitude Information}, series = {Frontiers in Psychology}, volume = {9}, journal = {Frontiers in Psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2018.02656}, pages = {8}, year = {2019}, abstract = {Human beings are supposed to possess an approximate number system (ANS) dedicated to extracting and representing approximate numerical magnitude information as well as an object tracking system (OTS) for the rapid and accurate enumeration of small sets. It is assumed that the OTS and the ANS independently contribute to the acquisition of more elaborate numerical concepts. Chinese children have been shown to exhibit more elaborate numerical concepts than their non-Chinese peers, but it is still an open question whether similar cross-national differences exist with regard to the underlying systems, namely the ANS and the OTS. In the present study, we investigated this question by comparing Chinese and German preschool children with regard to their performance in a non-symbolic numerical magnitude comparison task (assessing the ANS) and in an enumeration task (assessing the OTS). In addition, we compared children's counting skills. To ensure that possible between-group differences could not be explained by differences in more general performance factors, we also assessed children's reasoning ability and processing speed. Chinese children showed a better counting performance and a more accurate performance in the non-symbolic numerical magnitude comparison task. These differences in performance could not be ascribed to differences in reasoning abilities and processing speed. In contrast, Chinese and German children did not differ significantly in the enumeration of small sets. The superior counting performance of Chinese children was thus found to be reflected in the ANS but not in the OTS.}, language = {en} } @misc{LonnemannLiZhaoetal.2018, author = {Lonnemann, Jan and Li, Su and Zhao, Pei and Linkersd{\"o}rfer, Janosch and Lindberg, Sven and Hasselhorn, Marcus}, title = {Differences in Counting Skills Between Chinese and German Children Are Accompanied by Differences in Processing of Approximate Numerical Magnitude Information}, series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, number = {546}, issn = {1866-8364}, doi = {10.25932/publishup-42742}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-427425}, pages = {8}, year = {2018}, abstract = {Human beings are supposed to possess an approximate number system (ANS) dedicated to extracting and representing approximate numerical magnitude information as well as an object tracking system (OTS) for the rapid and accurate enumeration of small sets. It is assumed that the OTS and the ANS independently contribute to the acquisition of more elaborate numerical concepts. Chinese children have been shown to exhibit more elaborate numerical concepts than their non-Chinese peers, but it is still an open question whether similar cross-national differences exist with regard to the underlying systems, namely the ANS and the OTS. In the present study, we investigated this question by comparing Chinese and German preschool children with regard to their performance in a non-symbolic numerical magnitude comparison task (assessing the ANS) and in an enumeration task (assessing the OTS). In addition, we compared children's counting skills. To ensure that possible between-group differences could not be explained by differences in more general performance factors, we also assessed children's reasoning ability and processing speed. Chinese children showed a better counting performance and a more accurate performance in the non-symbolic numerical magnitude comparison task. These differences in performance could not be ascribed to differences in reasoning abilities and processing speed. In contrast, Chinese and German children did not differ significantly in the enumeration of small sets. The superior counting performance of Chinese children was thus found to be reflected in the ANS but not in the OTS.}, language = {en} } @misc{LindnerMoellerHildebrandtetal.2022, author = {Lindner, Nadja and Moeller, Korbinian and Hildebrandt, Frauke and Hasselhorn, Marcus and Lonnemann, Jan}, title = {Children's use of egocentric reference frames in spatial language is related to their numerical magnitude understanding}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {815}, issn = {1866-8364}, doi = {10.25932/publishup-58127}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-581270}, pages = {13}, year = {2022}, abstract = {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.}, language = {en} } @misc{LindnerMoellerDresenetal.2022, author = {Lindner, Nadja and Moeller, Korbinian and Dresen, Verena and Pixner, Silvia and Lonnemann, Jan}, title = {Children's spatial language skills predict their verbal number skills}, number = {827}, issn = {1866-8364}, doi = {10.25932/publishup-58729}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-587298}, pages = {15}, year = {2022}, abstract = {The process of number symbolization is assumed to be critically influenced by the acquisition of so-called verbal number skills (e.g., verbally reciting the number chain and naming Arabic numerals). For the acquisition of these verbal number skills, verbal and visuospatial skills are discussed as contributing factors. In this context, children's verbal number skills have been found to be associated with their concurrent spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind). In a longitudinal study with three measurement times (T1, T2, T3) at an interval of about 6 months, we evaluated the predictive role of preschool children's (mean age at T1: 3 years and 10 months) spatial language skills for the acquisition of verbal number skills. Children's spatial language skills at T2 significantly predicted their verbal number skills at T3, when controlling for influences of important covariates such as vocabulary knowledge. In addition, further analyses replicated previous results indicating that children's spatial language skills at T2 were associated with their verbal number skills at T2. Exploratory analyses further revealed that children's verbal number skills at T1 predict their spatial language at T2. Results suggests that better spatial language skills at the age of 4 years facilitate the future acquisition of verbal number skills.}, language = {en} }