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A Direct Comparison of Two Measures of Ordinal Knowledge among 8-Year-Olds

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Title: A Direct Comparison of Two Measures of Ordinal Knowledge among 8-Year-Olds
Language: English
Authors: Xu, Chang (ORCID 0000-0002-6702-3958), LeFevre, Jo-Anne (ORCID 0000-0002-1927-7734), Di Lonardo Burr, Sabrina (ORCID 0000-0001-6338-9621), Maloney, Erin A. (ORCID 0000-0001-5557-0842), Wylie, Judith (ORCID 0000-0001-5599-7141), Simms, Victoria (ORCID 0000-0001-5664-6810), Skwarchuk, Sheri-Lynn (ORCID 0000-0002-9270-1538), Osana, Helena P. (ORCID 0000-0001-7930-8494)
Source: Journal of Numerical Cognition. 2023 9(2):253-267.
Availability: Leibniz Institute for Psychology. Universitatsring 15, Trier, 54296, Germany. e-mail: support@psychopen.eu; Web site: https://jnc.psychopen.eu
Peer Reviewed: Y
Page Count: 15
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Descriptors: Young Children, Numeracy, Number Concepts, Serial Ordering, Arithmetic, Cognitive Processes, Measurement, Elementary School Students, Elementary School Mathematics, Grade 3, Short Term Memory, Mathematics Skills, Foreign Countries
Geographic Terms: Canada
ISSN: 2363-8761
Abstract: Children's knowledge of the ordinal relations among number symbols is related to their mathematical learning. Ordinal knowledge has been measured using judgment (i.e., decide whether a sequence of three digits is in order) and ordering tasks (i.e., order three digits from smallest to largest). However, the question remains whether performance on these two ordinal tasks tap into similar cognitive processes. Canadian children (N = 87; Age M = 8.7 years, Grade 3) completed symbolic number tasks (i.e., number comparison, ordering, and order judgment) and measures of arithmetic fluency (i.e., addition and subtraction) and working memory (i.e., digit span backward). For both ordinal tasks, there was a reverse distance effect for ordered sequences such that children responded faster to adjacent than to non-adjacent sequences (e.g., 2 3 4 vs. 4 7 9) and a canonical distance effect for unordered sequences such that children responded faster to non-adjacent than to adjacent sequences (e.g., 4 2 3 vs. 4 9 7). Working memory and number comparison each predicted unique variance in the ordinal measures (ordering, order judgment, and a latent ordinal factor based on the two measures). Furthermore, ordinal skills superseded the role of number comparison as the key predictor of arithmetic, controlling for children's gender and working memory skills. In summary, although both ordering and order judgment tasks index ordinal knowledge, a latent factor that excludes task-specific error may be a better index than either task separately.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1400783
Database: ERIC
FullText Text:
  Availability: 0
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PubType: Academic Journal
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  Data: A Direct Comparison of Two Measures of Ordinal Knowledge among 8-Year-Olds
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  Data: <searchLink fieldCode="AR" term="%22Xu%2C+Chang%22">Xu, Chang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6702-3958">0000-0002-6702-3958</externalLink>)<br /><searchLink fieldCode="AR" term="%22LeFevre%2C+Jo-Anne%22">LeFevre, Jo-Anne</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1927-7734">0000-0002-1927-7734</externalLink>)<br /><searchLink fieldCode="AR" term="%22Di+Lonardo+Burr%2C+Sabrina%22">Di Lonardo Burr, Sabrina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6338-9621">0000-0001-6338-9621</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maloney%2C+Erin+A%2E%22">Maloney, Erin A.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5557-0842">0000-0001-5557-0842</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wylie%2C+Judith%22">Wylie, Judith</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5599-7141">0000-0001-5599-7141</externalLink>)<br /><searchLink fieldCode="AR" term="%22Simms%2C+Victoria%22">Simms, Victoria</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5664-6810">0000-0001-5664-6810</externalLink>)<br /><searchLink fieldCode="AR" term="%22Skwarchuk%2C+Sheri-Lynn%22">Skwarchuk, Sheri-Lynn</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9270-1538">0000-0002-9270-1538</externalLink>)<br /><searchLink fieldCode="AR" term="%22Osana%2C+Helena+P%2E%22">Osana, Helena P.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7930-8494">0000-0001-7930-8494</externalLink>)
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  Data: Leibniz Institute for Psychology. Universitatsring 15, Trier, 54296, Germany. e-mail: support@psychopen.eu; Web site: https://jnc.psychopen.eu
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Numeracy%22">Numeracy</searchLink><br /><searchLink fieldCode="DE" term="%22Number+Concepts%22">Number Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Serial+Ordering%22">Serial Ordering</searchLink><br /><searchLink fieldCode="DE" term="%22Arithmetic%22">Arithmetic</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement%22">Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 2363-8761
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  Data: Children's knowledge of the ordinal relations among number symbols is related to their mathematical learning. Ordinal knowledge has been measured using judgment (i.e., decide whether a sequence of three digits is in order) and ordering tasks (i.e., order three digits from smallest to largest). However, the question remains whether performance on these two ordinal tasks tap into similar cognitive processes. Canadian children (N = 87; Age M = 8.7 years, Grade 3) completed symbolic number tasks (i.e., number comparison, ordering, and order judgment) and measures of arithmetic fluency (i.e., addition and subtraction) and working memory (i.e., digit span backward). For both ordinal tasks, there was a reverse distance effect for ordered sequences such that children responded faster to adjacent than to non-adjacent sequences (e.g., 2 3 4 vs. 4 7 9) and a canonical distance effect for unordered sequences such that children responded faster to non-adjacent than to adjacent sequences (e.g., 4 2 3 vs. 4 9 7). Working memory and number comparison each predicted unique variance in the ordinal measures (ordering, order judgment, and a latent ordinal factor based on the two measures). Furthermore, ordinal skills superseded the role of number comparison as the key predictor of arithmetic, controlling for children's gender and working memory skills. In summary, although both ordering and order judgment tasks index ordinal knowledge, a latent factor that excludes task-specific error may be a better index than either task separately.
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  Data: 2023
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  Data: EJ1400783
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      – Text: English
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      Pagination:
        PageCount: 15
        StartPage: 253
    Subjects:
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Numeracy
        Type: general
      – SubjectFull: Number Concepts
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      – SubjectFull: Serial Ordering
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      – SubjectFull: Mathematics Skills
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