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  1. Abstract Research Highlights

    Field‐specific ability beliefs (FABs) are beliefs about the extent to which intellectual talent (or “brilliance”) is required for success in a particular field or context.

    Among adults, brilliance‐oriented FABs are an obstacle to diversity in science and technology, but the childhood antecedents of these beliefs are not well understood.

    The present study (N = 174) found that FABs that associate success in math (vs. reading/writing) with brilliance were already present in Grades 1−4.

    Brilliance‐oriented FABs about math were negatively associated with elementary school students’ (and particularly girls’) math motivation—specifically, their math self‐efficacy and interest.

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  2. Individual differences in children’s number knowledge arise early and are associated with variation in parents’ number talk. However, there exists little experimental evidence of a causal link between parent number talk and children’s number knowledge. Parent number talk was manipulated by creating picture books which parents were asked to read with their children every day for 4 weeks.N = 100 two‐ to four‐year olds and their parents were randomly assigned to read either Small Number (13), Large Number (46), or Control (non‐numerical) books. Small Number books were particularly effective in promoting number knowledge relative to the Control books. However, children who began the study further along in their number development also benefited from reading the Large Number Books with their parents.

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  3. Abstract

    When asked to explain their solutions to a problem, children often gesture and, at times, these gestures convey information that is different from the information conveyed in speech. Children who produce these gesture‐speech “mismatches” on a particular task have been found to profit from instruction on that task. We have recently found that some children produce gesture‐speech mismatches when identifying numbers at the cusp of their knowledge, for example, a child incorrectly labels a set of two objects with the word “three” and simultaneously holds up two fingers. These mismatches differ from previously studied mismatches (where the information conveyed in gesture has the potential to be integrated with the information conveyed in speech) in that the gestured response contradicts the spoken response. Here, we ask whether these contradictory number mismatches predict which learners will profit from number‐word instruction. We used theGive‐a‐Numbertask to measure number knowledge in 47 children (Mage = 4.1 years,SD = 0.58), and used theWhat's on this Cardtask to assess whether children produced gesture‐speech mismatches above their knower level. Children who were early in their number learning trajectories (“one‐knowers” and “two‐knowers”) were then randomly assigned, within knower level, to one of two training conditions: a Counting condition in which children practiced counting objects; or an Enriched Number Talk condition containing counting, labeling set sizes, spatial alignment of neighboring sets, and comparison of these sets. Controlling for counting ability, we found that children were more likely to learn the meaning of new number words in the Enriched Number Talk condition than in the Counting condition, but only if they had produced gesture‐speech mismatches at pretest. The findings suggest that numerical gesture‐speech mismatches are a reliable signal that a child is ready to profit from rich number instruction and provide evidence, for the first time, that cardinal number gestures have a role to play in number‐learning.

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