Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23969
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dc.contributor.authorMunez, Daviden
dc.contributor.authorBull, Rebeccaen
dc.contributor.authorCheung, Pierinaen
dc.contributor.authorOrrantia, Josetxuen
dc.date.accessioned2022-03-30T02:13:27Z-
dc.date.available2022-03-30T02:13:27Z-
dc.date.issued2022-
dc.identifier.citationMuñez, D., Bull, R., Cheung, P., & Orrantia, J. (2022). Non-symbolic ratio reasoning in kindergarteners: Underlying unidimensional heuristics and relations with math abilities. Frontiers in Psychology, 13, Article 800977. https://doi.org/10.3389/fpsyg.2022.800977en
dc.identifier.issn1664-1078 (online)-
dc.identifier.urihttp://hdl.handle.net/10497/23969-
dc.description.abstractAlthough it is thought that young children focus on the magnitude of the target dimension across ratio sets during binary comparison of ratios, it is unknown whether this is the default approach to ratio reasoning, or if such approach varies across representation formats (discrete entities and continuous amounts) that naturally afford different opportunities to process the dimensions in each ratio set. In the current study, 132 kindergarteners (Mage = 68 months, SD = 3.5, range = 62–75 months) performed binary comparisons of ratios with discrete and continuous representations. Results from a linear mixed model revealed that children followed an additive strategy to ratio reasoning—i.e., they focused on the magnitude of the target dimension across ratio sets as well as on the absolute magnitude of the ratio set. This approach did not vary substantially across representation formats. Results also showed an association between ratio reasoning and children’s math problem-solving abilities; children with better math abilities performed better on ratio reasoning tasks and processed additional dimensions across ratio sets. Findings are discussed in terms of the processes that underlie ratio reasoning and add to the extant debate on whether true ratio reasoning is observed in young children.-
dc.language.isoenen
dc.relation.ispartofFrontiers in Psychologyen
dc.rightsCopyright © 2022 Muñez, Bull, Cheung and Orrantia. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.-
dc.titleNon-symbolic ratio reasoning in kindergarteners: Underlying unidimensional heuristics and relations with math abilitiesen
dc.typeArticleen
dc.description.versionPublished versionen
dc.description.projectOER 07/19 DMM-
dc.relation.datasethttps://doi.org/10.25340/R4/HJTION-
dc.identifier.doi10.3389/fpsyg.2022.800977-
dc.grant.fundingagencyMinistry of Education, Singaporeen
local.message.claim2022-10-26T10:44:18.958+0800|||rp00264|||submit_approve|||dc_contributor_author|||None*
local.message.claim2022-10-26T10:45:00.695+0800|||rp00265|||submit_approve|||dc_contributor_author|||None*
dc.subject.keywordRatio reasoningen
dc.subject.keywordPreschool childrenen
dc.subject.keywordMathematicsen
dc.subject.keywordNon-symbolicen
dc.subject.keywordANSen
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextWith file-
item.grantfulltextOpen-
item.languageiso639-1en-
item.cerifentitytypePublications-
item.openairetypeArticle-
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