AbstractOral Language and the Approximate Number System – A Preliminary Study Janice Shewen The approximate number system (ANS) involves the processing of rudimentary quantity and is thought to be an innate developmental building block for mathematics and its sister construct, the symbolic system. The conventional belief is that the ANS is language independent; however, this notion is questioned and explored in the current study, which represents a preliminary investigation into the concurrent and longitudinal relations between different aspects of oral language and the ANS in 4-year-old children and one year later when they were 5. A sample of 26 children (13 boys;13 girls) with average intelligence completed standardized measures of oral language and verbal memory, and a computerized quantity discrimination task that required children to accurately discern between two visually presented quantities. Correlational analysis showed concurrent and longitudinal relations between different aspects of language and quantity discrimination. This suggests that different aspects of language predict quantity discrimination over a one-year period and challenge the current and accepted theory that the ANS is a language independent system. The findings also have implications for early childhood education – avenues to strengthen a child's ANS via targeted oral language instruction, curricula, and subsequent provision of experiences. The findings also support early oral language screening to monitor or provide opportunities for improving quantity approximation skills. This early intervention could impact later symbolic processing and mathematic success. Keywords: Non-symbolic system, approximate number system, quantity discrimination, symbolic system, oral language, morphology, syntax, semantics, relational concepts.
Author Keywords: Approximate Number System, Non-symbolic system, oral language, quantity discrimination, symbolic system