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Spontaneous Focusing on Numerosity (SFON) of Children in Informal Learning Environment
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Abstract  A large number of studies take an “ability” perspective on children’s early mathematical development. They concentrate on children’s early mathematical knowledge and skills, thereby ignoring other possibly relevant aspects of young children’s early mathematical competence. This study focuses on the Spontaneous focusing on numerosity (SFON), which is a tendency of individuals to spontaneously pay attention to numerosity-related information in the environment. SFON is likely to be the basis for most other mathematical focusing tendencies, but the association with SAN (Spontaneous Attention to a Number, SAN), SFONS (Spontaneously Focusing on Arabic Number Symbols, SFONS), and SFOR (Spontaneous Focusing on Quantitative Relations, SFOR) remains to be clarified. As a domain-specific predictor of mathematical performance, the development trajectory and mechanism of SFON should be focused in future research. The mechanism of SFON may be explored from mathematical motivation and math anxiety, and the measurement of SFON should be improved and innovated. Meanwhile, the research on educational intervention of SFON should be promoted.
Keywords Key words: spontaneous focusing on numerosity      early math skills      informal environment      children     
Corresponding Authors: Ji-Wei SI   
Issue Date: 16 August 2020
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CUI Shuang
GAO Ya-Ru
YU Yang-Yang
HUANG Bi-Juan
CI Ji-Wei
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CUI Shuang,GAO Ya-Ru,YU Yang-Yang, et al. Spontaneous Focusing on Numerosity (SFON) of Children in Informal Learning Environment[J]. ,
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http://journal.psych.ac.cn/xlkxjz/EN/     OR     http://journal.psych.ac.cn/xlkxjz/EN/Y/V/I/0
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