{
  "creator": [
    "Scalise, Nicole R.",
    "Daubert, Emily N.",
    "Ramani, Geetha B."
  ],
  "date": [
    "2018-01-30"
  ],
  "description": [
    "Preschoolers from low-income households lag behind preschoolers from middle-income households on numerical skills that underlie later mathematics achievement. However, it is unknown whether these gaps exist on parallel measures of symbolic and non-symbolic numerical skills. Experiment 1 indicated preschoolers from low-income backgrounds were less accurate than peers from middle-income backgrounds on a measure of symbolic magnitude comparison, but they performed equivalently on a measure of non-symbolic magnitude comparison. This suggests activities linking non-symbolic and symbolic number representations may be used to support children’s numerical knowledge. Experiment 2 randomly assigned low-income preschoolers (Mean Age = 4.7 years) to play either a numerical magnitude comparison or a numerical matching card game across four 15 min sessions over a 3-week period. The magnitude comparison card game led to significant improvements in participants’ symbolic magnitude comparison skills in an immediate posttest assessment. Following the intervention, low-income participants performed equivalently to an age- and gender-matched sample of middle-income preschoolers in symbolic magnitude comparison. These results suggest a brief intervention that combines non-symbolic and symbolic magnitude representations can support low-income preschoolers’ early numerical knowledge."
  ],
  "format": [
    "application/pdf",
    "text/html",
    "text/xml"
  ],
  "identifier": [
    "https://jnc.psychopen.eu/index.php/jnc/article/view/5763",
    "10.5964/jnc.v3i3.72"
  ],
  "language": [
    "eng"
  ],
  "publisher": [
    "PsychOpen GOLD / Leibniz Institut for Psychology (ZPID)"
  ],
  "relation": [
    "https://jnc.psychopen.eu/index.php/jnc/article/view/5763/5763.pdf",
    "https://jnc.psychopen.eu/index.php/jnc/article/view/5763/5763.html",
    "https://jnc.psychopen.eu/index.php/jnc/article/view/5763/5763.xml"
  ],
  "rights": [
    "Copyright (c) 2018 Scalise; Daubert; Ramani",
    "http://creativecommons.org/licenses/by/4.0/"
  ],
  "source": [
    "Journal of Numerical Cognition; Vol. 3 No. 3 (2017); 559-581",
    "2363-8761"
  ],
  "subject": [
    "numerical knowledge",
    "early mathematics",
    "low-income",
    "interventions"
  ],
  "title": [
    "Narrowing the Early Mathematics Gap: A Play-Based Intervention to Promote Low-Income Preschoolers’ Number Skills"
  ],
  "type": [
    "info:eu-repo/semantics/article",
    "info:eu-repo/semantics/publishedVersion"
  ]
}