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{
    "pk": 50201,
    "title": "Preschoolers' Use of Quantitative Math Language in Picture Descriptions Predicts Early Numeracy Skills",
    "subtitle": null,
    "abstract": "Early numeracy is foundational for children's future mathematics achievement (Duncan et al., 2007), and research shows that math-related language plays a role in its development (Purpura et al., 2017). However, the specific ways in which different types of math-related language contribute to numeracy remain unclear. This study examined if preschoolers' spontaneous use of math language during picture description predicts numeracy skills. A sample of 321 preschoolers (ages 3-5) completed picture description, print awareness, and numeracy tasks, including a measure of cardinality. Children's picture descriptions were coded for cardinal labels (e.g., \"three birds\"), spatial prepositions (e.g., \"in\", \"on\"), and other math-related language (e.g., \"more\", \"some\"). Results showed general numeracy and cardinality were significantly predicted by math language use (p=.002) and print awareness (p<.001). Spatial prepositions and cardinal labels were not consistent predictors. These findings provide further evidence for the link between numeracy and language.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "Psychology; Cognitive development; Language Production; Learning"
        }
    ],
    "section": "Member Abstracts with Poster Presentation",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/2s40q6wx",
    "frozenauthors": [
        {
            "first_name": "Michelle",
            "middle_name": "Lynn",
            "last_name": "Luna",
            "name_suffix": "",
            "institution": "University of Notre Dame",
            "department": ""
        },
        {
            "first_name": "Claire",
            "middle_name": "",
            "last_name": "Guang",
            "name_suffix": "",
            "institution": "University of Chicago",
            "department": ""
        },
        {
            "first_name": "Chineme",
            "middle_name": "Jane",
            "last_name": "Otuonye",
            "name_suffix": "",
            "institution": "University of Notre Dame",
            "department": ""
        },
        {
            "first_name": "Alina",
            "middle_name": "",
            "last_name": "Boada",
            "name_suffix": "",
            "institution": "Syracuse University",
            "department": ""
        },
        {
            "first_name": "Nicole",
            "middle_name": "M",
            "last_name": "McNeil",
            "name_suffix": "",
            "institution": "University of Notre Dame",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2025-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50201/galley/38163/download/"
        }
    ]
}