The development of number line accuracy in elementary school children: A cross-country longitudinal study.

Background: Number line accuracy (NL accuracy) shows improvement over the course of a school education. However, there are practically no cross-country longitudinal studies of NL accuracy over the whole course of elementary school.

Aims: This study investigated the developmental trajectories of NL accuracy and its types across the elementary school years in two countries-Russia and Kyrgyzstan.

Cross-cultural Analysis of Models of the Relationship between the Cognitive Abilities and Academic Achievement in Primary School Education.

Background: The cognitive predictors of academic achievement are associated both with basic cognitive abilities such as the information processing speed, number sense and visuospatial working memory, as well as with general ability including nonverbal intelligence. However, the ratio between cognitive development and school achievement can depend on sociocultural conditions.

Objective: The results of a cross-cultural analysis of the relationship between cognitive development and academic achievement during primary education are presented.

Domain-general cognitive functions fully explained growth in nonsymbolic magnitude representation but not in symbolic representation in elementary school children.

In this study, we aimed to compare developmental changes in nonsymbolic and symbolic magnitude representations across the elementary school years. For this aim, we used a four-wave longitudinal study with a one-year interval in schoolchildren in grades 1-4 in Russia and Kyrgyzstan (N = 490, mean age was 7.65 years at grade 1).

The Relationship Between Non-symbolic and Symbolic Numerosity Representations in Elementary School: The Role of Intelligence.

This study aimed to estimate the extent to which the development of symbolic numerosity representations relies on pre-existing non-symbolic numerosity representations that refer to the Approximate Number System. To achieve this aim, we estimated the longitudinal relationships between accuracy in the Number Line (NL) test and "blue-yellow dots" test across elementary school children. Data from a four-wave longitudinal study involving schoolchildren in grades 1-4 in Russia and Kyrgyzstan ( = 490, mean age 7.

Development of approximate number sense across the elementary school years: A cross-cultural longitudinal study.

In recent years, there has been growing interest among researchers in exploring approximate number sense (ANS)-the ability to estimate and discriminate quantities without the use of symbols. Despite the growing number of studies on ANS, there have been no cross-cultural longitudinal studies to estimate both the development of ANS and the cross-cultural differences in ANS growth trajectories. In this study, we aimed to estimate the developmental trajectories of ANS from the beginning of formal education to the end of elementary school in two countries, Russia and Kyrgyzstan, which have similar organization of their educational systems but differences in socioeconomic status (SES) and in the results of large-scale educational assessments.