| Residential College | false |
| Status | 已發表Published |
| Exploring the impacts of linguistics, working memory, age, and gender on the quantity-number competencies model | |
Lin，Xin1 ; Powell，Sarah R.2
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| 2023-04-01 | |
| Source Publication | Early Childhood Research Quarterly
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| ISSN | 0885-2006 |
| Volume | 63Pages:85-97 |
| Abstract | This meta-analysis systematically investigated the pathways to the Quantity-Number Competencies (QNC) model based on 78 studies involving 21,860 children. The QNC model assumes children acquire early numeracy via three developmental levels: QNC Level I (Basic numerical skills), QNC Level IIa (imprecise quantity to number-word linkage) and QNC Level IIb (precise quantity to number-word linkage), and QNC Level III (relations between numerical quantities). Findings showed (1) all the involved linguistic skills had effects on QNC Levels I and III, whereas only vocabulary yielded support for QNC Level II; (2) phonological and visuospatial working memory made comparable contributions to all QNC levels; (3) most paths within QNC stayed stable with development, with the path coefficient from QNC Level IIa to QNC Level III increased significantly with age; and (4) the path coefficient from QNC Level I to QNC Level IIb increased as the proportion of girls increased in the sample. These findings suggest the phonological awareness might primarily support representations for number words and number facts, whereas vocabulary might facilitate the linkage between number words and quantities. The similar effects of different working memory on QNC levels suggested working memory's general storage and processing abilities underlie early numeracy development. |
| Keyword | Early numeracy Linguistic MASEM QNC Model Working memory |
| DOI | 10.1016/j.ecresq.2022.12.003 |
| URL | View the original |
| Language | 英語English |
| Scopus ID | 2-s2.0-85145586492 |
| Fulltext Access | |
| Citation statistics | |
| Document Type | Journal article |
| Collection | University of Macau |
| Corresponding Author | Lin，Xin |
| Affiliation | 1.Faculty of Education,University of Macau,Taipa,Macao 2.Department of Special Education,The University of Texas at,Austin,United States |
| First Author Affilication | Faculty of Education |
| Corresponding Author Affilication | Faculty of Education |
| Recommended Citation GB/T 7714 | Lin，Xin,Powell，Sarah R.. Exploring the impacts of linguistics, working memory, age, and gender on the quantity-number competencies model[J]. Early Childhood Research Quarterly, 2023, 63, 85-97. |
| APA | Lin，Xin., & Powell，Sarah R. (2023). Exploring the impacts of linguistics, working memory, age, and gender on the quantity-number competencies model. Early Childhood Research Quarterly, 63, 85-97. |
| MLA | Lin，Xin,et al."Exploring the impacts of linguistics, working memory, age, and gender on the quantity-number competencies model".Early Childhood Research Quarterly 63(2023):85-97. |
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