Research demonstrating that infants discriminate between small (e.g., 1 vs. 3 dots) and large numerosities (e.g., 8 vs. 16 dots) is central to theories concerning the origins of human numerical abilities. To date, there has been no quantitative meta-analysis of the infant numerical competency data. Here, we quantitatively synthesize the evidential…

We assessed a range of theoretically critical predictors (numerosity discrimination, number knowledge, counting, language, executive function and finger gnosis) of early arithmetic development in a large unselected sample of 569 children at school entry. Assessments were repeated 12 months later. Although all predictors (except finger gnosis) were…

Representing the base-10 structure of numbers is a challenging cognitive ability, unique to humans, but it is yet unknown how precisely this is done. Here, we examined whether and how literate adults represent a number's full syntactic structure. In 5 experiments, participants repeated number-word sequences and we systematically varied the order…

Two experiments were designed to investigate the developmental trajectory of children's probability approximation abilities. In Experiment 1, results revealed 6- and 7-year-old children's (N = 48) probability judgments improve with age and become more accurate as the distance between two ratios increases. Experiment 2 replicated these findings…

Background: Children's numerical and arithmetic skills differ greatly already at an early age. Although research focusing on accounting for these large individual differences clearly demonstrates that mathematical performance draws upon several cognitive abilities, our knowledge concerning key abilities underlying mathematical skill development is…

Recent work has stressed the importance of considering child-level propensities and environmental opportunities when studying early math achievement; however, few studies investigate the interaction between these factors. This study examined whether children's inhibitory control moderates the association between parental math input and children's…

Frequent forced switching between tasks has been shown to reduce switch costs and increase voluntary switch rates. So far, however, the boundary conditions of the influence of forced task switching on voluntary task switching are unknown. Thus, the present study was aimed to test different aspects of generalizability (across items, tasks, and…

In quantum mechanics, probability amplitudes are complex numbers and the relative phases between the terms in superposition states have measurable effects. This article describes an investigation into sophomore- and junior-level students' reasoning patterns in relating relative phases and real-world quantum phenomena. The investigation involved…

The present study analyzed the relationship between domain-general abilities and fraction knowledge in fifth grade, and investigated the mediating role of division competence in that relationship. Children (n = 175) were assessed in fourth grade on domain-general abilities (selective attention, working memory, fluid intelligence) and on division…

Preparing for the future during ongoing activities is an essential skill. Yet it is currently unclear to what extent we can prepare for the future in parallel with another task. In two experiments, we investigated how characteristics of a present task influenced whether and when participants prepared for the future, as well as its usefulness. We…

Studies have shown that numerosity-based arithmetic training can promote arithmetic learning in typically developing children as well as children with developmental dyscalculia (DD), but the cognitive mechanism underlying this training effect remains unclear. The main aim of the current study was to examine the role of visual form perception in…

It has long been debated whether interpretation should be performed only from a foreign language to the mother tongue or whether it should be performed from the mother tongue to a foreign language. Those in favor of the foreign to native language direction posit that such directionality allows the interpreter to produce more natural target…

Children's early math abilities have been claimed to depend differentially on various cognitive competencies (e.g., core number skills, working memory, and general math and reading abilities). Clarifying the relative importance of these different cognitive markers in predicting key early math skills would provide a conceptual framework for…

Deaf Children usually achieve lower scores on numerical tasks than normally hearing peers. Explanations for mathematical disabilities in hearing children are based on quantity representation deficits (Geary, 1994) or on deficits in accessing these representations (Rousselle & Noël, 2008). The present study aimed to verify, by means of symbolic…

This study examined cognitive precursors of hierarchical mathematical development. Six-year-old children (n = 258) were assessed on number skills, cognitive skills, and arithmetic 1 year prior to school entry. Skills in advanced arithmetic and advanced mathematics were assessed in Grades 3 and 6, respectively. Path analyses were computed and…