{"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":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50201/galley/38163/download/"}]}