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Numerical estimation abilities in Russian school-age children: evidence of exponential growthстатья
Дата последнего поиска статьи во внешних источниках: 21 мая 2019 г.
- Авторы: Truhan T., Vasin G., Tikhomirova T., Malykh S.
- Журнал: European Proceedings of Social and Behavioural Sciences
- Том: 49
- Год издания: 2018
- Издательство: Future Academy
- Местоположение издательства: online
- Первая страница: 698
- Последняя страница: 705
- DOI: 10.15405/epsbs.2018.11.02.81
- Аннотация: Numerical estimation abilities develop as children age and gain increased number knowledge. Estimation abilities stem from the approximate number system, a cognitive system present from infancy. Using a cross-sectional design, the aim was to study age differences in numerical estimation abilities and to examine the nature of this relationship. The number line task with a “0” on the left end of the line and with “1,000” on the right was utilised with a unique sample of Russian school children. We collected data from students at each grade level, from elementary to high school. The sample consisted of 1,056 students from 7 to 18 years old (M = 11.82, SD = 3.17), 49% female. Children showed significant improvements in estimation abilities in young childhood, followed by stabilisation in adolescence. Significant levels of improvement in number line placement were shown up to Grade 5, reaching a plateau after Grade 6. These results support previous research that has highlighted periods of improvement in estimation abilities in primary school. This exponential model of improvement parallels the development of cognitive abilities, which show sharp peaks in childhood, followed by stabilisation in adolescence. Future research will aim to conduct an in-depth exploration of the logarithmic to linear shift that hallmarks improvement in numerical estimation abilities.
- Добавил в систему: Малых Сергей Борисович