Influences of Language and Parental Involvement on the Development of Counting Skills: Comparisons of French- and English-speaking Canadian Children
Bibliographic record
Abstract
French- ( n =27) and English-speaking preschoolers ( n =38) completed four number tasks. French-speaking preschoolers performed more poorly on the rote-counting and number-recognition tasks than English-speaking preschoolers, but the groups did not differ on counting objects. Thus, French-speaking children may find it more difficult to master the number names than their English-speaking peers. Importantly, however, French-speaking parents' reported a lower frequency of teaching their children about numbers, letters, and words than English-speaking parents. Multiple regression analyses indicated that variability in counting and number recognition were predicted both by knowledge of the counting string ( i.e. , language) and by differences in parents' reports of teaching about numbers and letters ( i.e. , culture). Thus, researchers should examine potential variations in cultural factors such as parental involvement when comparing the academic skills of groups of children who ostensibly differ only in language.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".