Intergenerational associations of the approximate number system in toddlers and their parents

From birth, humans are able to discriminate quantities using the approximate number system (ANS). However, previous methods have only been suitable to examine ANS functioning in infancy and older children. The goals of this study were twofold: first, to modify an existing method of assessing ANS fun...

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Bibliographic Details
Published in:British journal of developmental psychology 2018-11, Vol.36 (4), p.521-539
Main Authors: Navarro, Monica G., Braham, Emily J., Libertus, Melissa E.
Format: Article
Language:English
Subjects:
Appropriateness
approximate number system
Aptitude - physiology
change detection paradigm
Child Development - physiology
Child, Preschool
Childbirth & labor
Children
cognitive development
Female
Humans
Individual differences
Individuality
Infancy
Infant
Infants
Intergenerational transmission
Male
Mathematical Concepts
Number systems
numerical cognition
Older children
Parents
Parents & parenting
Pattern Recognition, Visual - physiology
Preschool children
Toddlers
Vocabulary
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Summary:From birth, humans are able to discriminate quantities using the approximate number system (ANS). However, previous methods have only been suitable to examine ANS functioning in infancy and older children. The goals of this study were twofold: first, to modify an existing method of assessing ANS functioning for toddlerhood; and second, to investigate individual differences in toddlers’ ANS performance by examining correlations with their parents’ ANS acuity. Using a preferential looking paradigm, we found that 1‐ to 3‐year‐olds (N = 46) looked significantly longer to numerically changing images compared to numerically constant ones suggesting that the paradigm is a suitable measure of ANS functioning in toddlerhood. Furthermore, we found a positive relation between toddlers’ ANS performance and that of their parents (assessed using a non‐symbolic number comparison task) independent of children's vocabulary or parents’ perceived math ability or preference for math. These findings are consistent with a specific intergenerational transmission of the ANS. Statement of contribution What is already known on this subject? Past methods used to examine ANS functioning were only suitable for infants and older children. Little research has examined sources underlying individual difference in ANS acuity. What does this study add? We developed a preferential looking task to assess ANS functioning in toddlerhood. Individual differences in toddlers’ ANS functioning are correlated with their parents’ ANS acuity.
ISSN:0261-510X
2044-835X
DOI:10.1111/bjdp.12234