ORIGINAL RESEARCH article
Front. Psychol.
Sec. Human Developmental Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1530885
This article is part of the Research TopicBridging Racial, Economic, and Intersectional Equity Gaps in Developmental and Educational Psychology: The Key Roles of Caregivers and Early Childhood Interventions and ApproachesView all articles
How does Family Socioeconomic Status influence Children's Cardinality Principle? The Chain Mediation Roles of Approximate Number System and Receptive Vocabulary Skills
Provisionally accepted
- 1College of Educational Science, Xinjiang Normal University, Urumqi, China
- 2Institute of Early Childhood Education, Shanghai Normal University, Shanghai, Shanghai Municipality, China
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Background: Family Socioeconomic Status, the Approximate Number System, and the Receptive Vocabulary Skills have been identified as key factors influencing the development of children's Cardinality Principle. However, the relationships among these variables and their underlying mechanisms remain unclear. This study aims to investigate how the Family Socioeconomic Status impacts children's understanding of the Cardinality Principle, with a focus on the mediating roles of the Approximate Number System and the Receptive Vocabulary Skills. Methods: A cross-sectional design was employed, involving 110 children (55 boys, 55 girls; Mean age = 67.53 months, SD = 7.415 months) and their parents. Parents provided information on the Family Socioeconomic Status (income, education level, and occupation). Children's performance on the Approximate Number System, the Receptive Vocabulary Skills, and the Cardinality Principle tasks was assessed using the Panamath software, the Peabody Picture Vocabulary Test -Revised (PPVT-R), the "How Many" task, and the "Give-N" task. Data were analyzed using SPSS 29.0 and PROCESS v4.1 (Model 6).Results: Correlation analyses revealed significant positive associations between children's
Keywords: Family socioeconomic status, Cardinality principle, chain mediation, approximate number system, receptive vocabulary skills
Received: 19 Nov 2024; Accepted: 16 Jun 2025.
Copyright: © 2025 Li, Wang, Duan, Kuang, Guo and Xu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Enwei Xu, College of Educational Science, Xinjiang Normal University, Urumqi, China
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