The Relation between Children’s and Parent’s Attention to Number

Thumbnail Image

Persistent link to this item

View Statistics

Journal Title

Journal ISSN

Volume Title


The Relation between Children’s and Parent’s Attention to Number

Published Date




Thesis or Dissertation


In the present study, we investigated the relation between children’s and parents’ attention to number. We measured children’s attention to number using a picture-matching task (Chan & Mazzocco, 2016) and recorded how frequently children’s matches were based on the number of items in a picture versus other features (e.g., the shape or color of the items). We measured parents’ attention to number during their shared reading with their child. We also evaluated the relation between children’s attention to number and their executive function (EF) skills. Thirty-seven children (4.5 to 5 years) participated with a parent. Parents completed two surveys and parent-child dyads read a storybook. The frequency of children’s number-based matches was low, but it increased when number choices were paired with choices based on other low salience features (orientation, location). Children’s EF did not account for how many features children matched on, suggesting that higher EF does not correlate with increased flexibility in matching. Overall, the frequency of parents’ attention to number during storybook reading was not correlated with the frequency of their child’s number-based choices, but parents of children who chose 4 or more number-based matches (out of 24 trials) were more likely to attend to number than were parents of children who selected fewer than 4 number-based matches. These findings suggest a subtle influence of parents’ attention to number on children’s attention to number.


Related to



Series/Report Number

Funding information

Isbn identifier

Doi identifier

Previously Published Citation

Suggested citation

Praus, Taylor. (2016). The Relation between Children’s and Parent’s Attention to Number. Retrieved from the University Digital Conservancy,

Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.