Influences of Language and Parental Involvement on the Development of Counting Skills: Comparisons of French- and English-speaking Canadian Children
Why this work is in the frame
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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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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it