The results indicated that the intervention tended to accelerate progress on the verbal numerical sequence, particularly among lower-SES children. This intervention consisted of playful exercises involving quantities and numerical transformations.
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Teachers were randomly assigned to the intervention group (immediate implementation of the intervention N = 64) or the control group (intervention delayed, N = 54). Participants were 118 kindergarteners (Mage = 3.87). In line with recent research, it is argued that the regular practice of exercises involving cardinality, ordinality and arithmetic transformations during class time could accelerate the progress of children, particularly among low-SES children. Socioeconomic status (SES) has been shown to be associated with children’s arithmetic knowledge as early as kindergarten, which is an important issue, given that early numeracy knowledge and skills usually correlate to later academic achievement in arithmetic. The creation of new, complex forms with predictable meanings across gesture types and linguistic functions constitutes evidence for an inflectional morphological paradigm in homesign and expands our understanding of the structural patterns of language that are, and are not, dependent on linguistic input. In other words, the homesigners express number by systematically combining and re-combining additive markers for number (qua inflectional morphemes) with representational and deictic gestures (qua bases). Our study shows, for the first time, that all four homesigners not only incorporate number devices into representational devices used as predicates, but also into gestures functioning as nominals, including deictic gestures. Although these idiosyncratic systems vary from one another, we nevertheless find that all four children use handshape and movement devices productively to express cardinal and non-cardinal number information, and that their number expressions are consistent in both form and meaning. We study the communication systems of four deaf child homesigners (mean age 8 02). Here, we provide evidence of emergent paradigmatic morphology akin to number inflection in a communication system developed without input from a conventional language, homesign. One such pattern is paradigmatic morphology, where complex words are built from the systematic use and re-use of sub-lexical units. Human languages, signed and spoken, can be characterized by the structural patterns they use to associate communicative forms with meanings. The relation between the ability to place individual numbers on a number line and performance of mental arithmetic showed that the consistent use of anchor points correlated significantly with faster responses in mental arithmetic. Additionally, when examining the differences between the breakpoints, we found that first graders demonstrated a breakpoint close to 6, which linearly decreased over the years until stabilizing close to 5.
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Two developmental leaps occurring during elementary school were recognized: (1) the division of the number line into two segments and (2) consistent use of different anchor points on the number line-the left endpoint in first grade, the right endpoint in second grade, and finally the midpoint in third grade.
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We found that the estimation pattern is best fit by a sigmoid function, further denoted as the “sigmoidal model”. The internal representation of numbers on the mental number line (MNL) was demonstrated by performing the computerized version of the number-to-position (CNP) task on a touchscreen while restricting response time.