Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cognitive and environmental factors that are associated…

In contrast to previous studies on Spontaneous Focusing on Quantitative Relations (SFOR), the present study investigated not only the "extent" to which children focus on (multiplicative) quantitative relations, but also the "nature" of children's quantitative focus (i.e., the types of quantitative relations that children focus…

Although it has been proposed that the ability to compare numerical magnitudes is related to mathematics achievement, it is not clear whether this ability "predicts" individual differences in later mathematics achievement. The current study addressed this question in typically developing children by means of a longitudinal design that examined the…