Preschool predictors of arithmetic skills and language effect on numerical development : a longitudinal study on Vietnamese children and two cross-linguistic studies between Vietnamese and French
(2021)
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- Authors
- Supervisors
- Noël, Marie-Pascale
- Abstract
- This thesis has two objectives. The first is to explore the robust predictors of later arithmetic abilities. A two-year longitudinal study was conducted on Vietnamese children aged 4 to 6 years. This study measures different numerical skills at preschool age, such as counting, enumeration, understanding of cardinality, ability to compare verbal numbers and collections, and approximate addition, to determine which ones predict addition skills at the end of first grade measured by a factor that covers both quantitative (accuracy, fluency) and qualitative (strategies) aspects. The second is to examine the effect of language, in particular, the degree of transparency to the base 10 of its verbal numerical system, on the child’s numerical development. Two cross-linguistic studies with Vietnamese and French-speaking Belgian children were conducted to examine this effect, both in young preschoolers in various numerical tasks and in first grade children in numerical transcoding tasks.
- Affiliations
UCLouvain SSH/IPSY - Psychological Sciences Research Institute
Citations
Lê, T. M. L. (2021). Preschool predictors of arithmetic skills and language effect on numerical development : a longitudinal study on Vietnamese children and two cross-linguistic studies between Vietnamese and French. https://hdl.handle.net/2078.5/233567