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Developmental Psychology > Maths Skills > Flashcards

Maths Skills Flashcards

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1
Q

What is maths?

A

The study of quantitive relations

Numbers make it possible for people to understand and manipulate quantities in very precise ways

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2
Q

Early maths skills are thought to arise through….

A

Innate knowledge
Experience
Informal learning
Imitation

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3
Q

Maths understanding is…

A

Cumulative, early learning sets the foundation for later learning

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4
Q

We need to understand number in order to understand….

A 
Distance 
Time 
Speed 
Statistics 
Money and finance 
Health information (dietary information or medicine dosage)
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5
Q

Early maths skills predict overall school success

A

Maths skills at school entry predicted maths achievement throughout school, above and beyond general cognitive ability

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6
Q

Maths skills at school entry predict ____ achievement more than _____ skills

A

Reading

Literacy

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7
Q

Agarwal & Mazumdea (2013)

A

Maths skills are associated with successful financial decision making

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8
Q

Berkman et al (2011)

A

Low maths skills are linked to ill health, due to understanding of medical information

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9
Q

Ritchie & Bates (2013)

A

Good maths skills in early childhood predicts college completion and SES age 42 after controlling for IQ and years in education

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10
Q

About _____ of 10 year olds do not have proficient maths skills

A

64%

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11
Q

Cardinality principle

A

The last number you say is how many items there are

Develops around 3.5

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12
Q

Number sense in infancy - dots

A

Show infants a series of dots until they look away
Then show them the same number of dots or different
4 month olds looked longer at quantities which were different from before
Recognise that it had changed, recognise different quantities
Specific to quantities between 0-4

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13
Q

Number sense in infancy - crackers

A

10 and 12 month olds are presented with two boxes, one with two crackers and one with three
Infants will crawl to the one with the most crackers but are random when the quantity is more than 4

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14
Q

Lourenco & Longo (2010)

A

Infants may have a general magnitude system for time, space and number
Infants were shown that small objects were white with dots and big objects were black with stripes
Looked longer when they were shown an incongruent array

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15
Q

Four informal maths skills develop before children start school

A

Non-symbolic quantity understanding
Numerical equality
Counting
Numerical magnitude estimation

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16
Q

Non-symbolic quantity understanding

A

Knowledge of the magnitude of a set of items without the need to use verbal or symbolic names

17
Q

Subitizing

A

Knowing the number of a set of objects without counting them (less than 5)

18
Q

Numerical equality

A

Sets of different objects that have the same number have something in common

19
Q

Counting

A

By age 3 most children can count to 10 successfully

20
Q

Counting principles

A

One-to-one correspondence - each object must be labelled by a single number word
Stable order - should be recited in an order
Cardinality - number of objects in a set corresponds to the last number stated
Order irrelevance - objects can be counted in any order
Abstraction - any set of objects or events can be counted

21
Q

Numerical magnitude estimation

A

The understanding that quantities are ordered on a less-to-more dimension
Regardless of whether the number is distance, weight or time

22
Q

Cognitive model of maths - Geary (2004)

A

Difficulties in maths may be caused by cognitive difficulties further downstream
Central executive supports conceptual and procedural skills
Modality-specific systems represent the information (visuospatial and language system)

23
Q

Central executive skills

A

High-level cognitive skills involved in coordinating and executing goal-directed behaviour
Working memory
Inhibitory control

24
Q

Modality-specific systems

A

Support the maintenance and processing of information specific to either verbal or visuospatial information
They aren’t necessarily linked

25
Q

Poor visuospatial skills will affect…

A

Column arithmetic
Visual attention and monitoring
Number magnitude and estimation
Representing numbers in spatial format

26
Q

Poor verbal skills will affect…

A

Counting

Remembering facts like times tables

27
Q

Dyscalculia

A

A specific learning disorder characterised by impairments in learning basic arithmetic facts, processing numerical magnitude and performing accurate and fluent calculations
Often have higher than average IQ

28
Q

How many children have dyscalculia?

A

Around 5-8%

As widespread as dyslexia

29
Q

What causes dyscalculia?

A

Deficit in…
Numerosity OR
Central executive skills

30
Q

Dyscalculia explained by deficit in numerosity

A

Children with dyscalculia do not subitize in a dot-matching task, they count them

31
Q

Dyscalculia explained by deficit in central executive skills

A

May use counting strategies as they cannot successfully represent the information in working memory
Might retrieve the wrong strategy as they cannot inhibit other information
Memory span in children with dyscalculia is usually lower than controls and is correlated with maths difficulties

32
Q

Age 0 milestone

A

Can discriminate on the basis of small numerosities

33
Q

Age 11 months milestone

A

Discriminates increasing from decreasing sequences of numerosities

34
Q

Age 2 milestone

A

Begins to learn sequence of counting words

Can do one-to-one correspondence in a sharing task

35
Q

Age 2 and 6 months milestone

A

Recognises that number words mean more than one

36
Q

Age 3 milestone

A

Counts out small numbers of objects

Can recognise transformations that affect number

37
Q

Age 3 and 6 months milestone

A

Can use cardinality principle to establish numerosity of a set

38
Q

Age 4 milestone

A

Can use fingers to aid adding

Developmental Psychology (15 decks)

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