The Effect Of The Number Of Different Characterization Methods On The Development Of The Number Of Children Aged 3 To 5 Years: The Mediating Effect Of Inhibition Control And Symbol Number Comparison

Numerical magnitude processing refers to individual process number and the formation of the corresponding numerical mental representation,such as number comparison,mathematical operation,numerical estimation,in which,it is the most basic mathematics cognitive components.Furthemore,the ability of number comparison is basic components.The understanding and processing of numerical magnitudes is an important foundation for higher-level mathematical competence.The development of numerical magnitude processing is divided into three coding phase,the analogue magnitude code that processing non-symbolic numerical information(dots,areas)by representing number in a noisy.The code is shared with animals and not tied to language and learning.The second stage is the auditory verbal code that processing number information by auditory and The third stage is visual code that processing digital in version.Then,numerical magnitude processing consist of two key systems that approximate number system and exact number system that depending on symbolic number knowledge.Number Sense is an informal mathematical competence and refers to the intuitive feeling on the number,quantity,and computing the results of estimation.Specifically,the number sense is mainly reflected in the following five areas:count,the number of knowledge,the number of conversions,the number of estimates and digital set type.There is much debate over the relationship between approximate number system or exact number system and mathematical ability.Some researchers believe that the approximate number system is the foundation of advanced mathematics.such as,approximate number system can predict retrospectively and concurrently math ablity and training studies aimed at improving ANS acuity have found transfer effects to math ability(Libertus,Feigenson,&Halberda,2013).Then,other research suggest that exact number system play more important role in math ability(Sasanguie,De Smedt,Defever,&Reynvoet,2012).Thirdly,the relationships between non-symbolic or symbolic number comparison ability and mathematical competence be moderated by age,and first grade is an important point(Matejko&Ansari,2016).Previous studies did not include auditory patterns,and the number of different methods of representation might have different effects on early math abilities;The relationship between the number comparison ability of different representations and the early mathematics ability is changing,and the age stage of transformation is worth studying.In addition,General cognitive factors and symbolic digital knowledge are important influencing factors of individual math ability,and it is necessary to further explore the mechanism of general cognitive factors and symbolic digital knowledge in number comparison ability and mathematical ability.The present study is a longitudinal design,seventy-four 3 years old,sixty-nine 4 years old and sixty-four 5 years old children were tested twice over a period of 6 months in order to assess 3(Non-symbolic,auditory and visual)number comparison ability,inhibition control,working memory,verbal ability and number sense.The purpose of the study is to explore children aged 3-5 years the developmental status of number comparison of different representation and number sense,and causal relationship between approximate number system and exact number system,and the relationship between number comparison competence and number sense and the mechanism of general cognitive factors and symbolic digital knowledge.The results find that main effect of representational model is significant,non-symbolic numerical representing is better than auditory representing,auditory representing is better than visual representing.3-year-old'the approximate number system is significantly predicts the exact number system,5-year-old' the exact number system is significantly predicts the approximate number system.3-year-old' non-symbolic number comparison and symbolic number comparison can significantly predicts math ability,5-year-old' symbolic number comparison just can significantly predicts math ability.The present study draws the following conclusions:1.Number comparison ability,number sense and inhibitory control all grow with age,non-symbolic number comparison prior to symbolic number comparison(auditory prior to visual).2.The relationship between approximate number system and the exact number system is nonlinear and the transition age is about 5 years old.3.Number comparison can predict after six months of number sense,and the link is non-linear.4.Symbolic number comparison ability is a stable mediators of the relationship between non-symbolic number comparison and math ability.