Jessie J Wang
Biographic Data
| ID | 152299 |
|---|---|
| NAME | Jessie J Wang |
| GIVEN NAMES | Jessie J |
| FAMILY NAME | Wang |
| SIGNATURE | WANG J J |
| AFFILIATIONS | Rutgers, the State University of New Jersey |
| ORCID | 0000-0001-8350-7656 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The links between quantitative versus spatial language knowledge and numeracy skills in kindergarten children
Relational language knowledge, including the understanding of quantitative and spatial terms, is generally associated with children’s developing numeracy skills. Still unclear, however, are the developmental trajectory and direction of the potential links between different aspects of relational language and various facets of numeracy skills. The current study used cross-lagged panel models to analyze the links between quantitative versus spatial …
What aspects of counting help infants attend to numerosity
Recent work shows that 18‐month old infants understand that counting is numerically relevant—infants who see objects counted are more likely to represent the approximate number of objects in the array than infants who see the objects labeled but not counted. Which aspects of counting signal infants to attend to numerosity in this way? Here we asked whether infants rely on familiarity with the count words in their native language, or on procedures…
Does virtual counting count for babies? Evidence from an online looking time study
Infants who receive better counting input at home tend to become toddlers with better number knowledge in preschool. However, for many children, in-person counting experience is not always available, despite educational media becoming increasingly prevalent. Might virtual counting experience benefit the young mind? Using a novel online looking time paradigm, a cross-sectional sample of 14- to 19-month-old infants' (United States; N = 81; 35 femal…
Emergence of the Link Between the Approximate Number System and Symbolic Math Ability
Experimentally manipulating Approximate Number System (ANS) precision has been found to influence children’s subsequent symbolic math performance. Here in three experiments (N = 160; 81 girls; 3–5 year old) we replicated this effect and examined its duration and developmental trajectory. We found that modulation of 5-year-olds’ ANS precision continued to affect their symbolic math performance after a 30-min delay. Furthermore, our cross-sectional…
Dynamic changes in numerical acuity in 4‐month‐old infants
Preverbal infants represent the approximate numerosity of visual and auditory arrays: By 6 months old, they reliably discriminate eight dots or tones from 16 (a 1:2 ratio), but not eight from 12 (a 2:3 ratio). The precision of this approximate number sense improves gradually over childhood and into adulthood. However, less is known about numerical abilities in younger infants, and in particular, whether there is developmental change in the number…
How Do Consumers' Cultural Backgrounds and Values Influence Their Coupon Proneness? A Multimethod Investigation
Although coupons are very effective in increasing sales, a major challenge marketers face with coupons is the low redemption rates. Consequently, marketers are continuously trying to identify consumers who are more or less likely to respond to couponing efforts, in order to better direct coupons to segments high in coupon proneness and hence increase redemption rates. The current research identifies consumers' cultural backgrounds and values as i…
How Do Consumers' Cultural Backgrounds and Values Influence Their Coupon Proneness? A Multimethod Investigation
Although coupons are very effective in increasing sales, a major challenge marketers face with coupons is the low redemption rates. Consequently, marketers are continuously trying to identify consumers who are more or less likely to respond to couponing efforts, in order to better direct coupons to segments high in coupon proneness and hence increase redemption rates. The current research identifies consumers' cultural backgrounds and values as i…
Does virtual counting count for babies? Evidence from an online looking time study
Infants who receive better counting input at home tend to become toddlers with better number knowledge in preschool. However, for many children, in-person counting experience is not always available, despite educational media becoming increasingly prevalent. Might virtual counting experience benefit the young mind? Using a novel online looking time paradigm, a cross-sectional sample of 14- to 19-month-old infants' (United States; N = 81; 35 femal…
How Do Consumers' Cultural Backgrounds and Values Influence Their Coupon Proneness? A Multimethod Investigation
Although coupons are very effective in increasing sales, a major challenge marketers face with coupons is the low redemption rates. Consequently, marketers are continuously trying to identify consumers who are more or less likely to respond to couponing efforts, in order to better direct coupons to segments high in coupon proneness and hence increase redemption rates. The current research identifies consumers' cultural backgrounds and values as i…
Emergence of the Link Between the Approximate Number System and Symbolic Math Ability
Experimentally manipulating Approximate Number System (ANS) precision has been found to influence children’s subsequent symbolic math performance. Here in three experiments (N = 160; 81 girls; 3–5 year old) we replicated this effect and examined its duration and developmental trajectory. We found that modulation of 5-year-olds’ ANS precision continued to affect their symbolic math performance after a 30-min delay. Furthermore, our cross-sectional…
Dynamic changes in numerical acuity in 4‐month‐old infants
Preverbal infants represent the approximate numerosity of visual and auditory arrays: By 6 months old, they reliably discriminate eight dots or tones from 16 (a 1:2 ratio), but not eight from 12 (a 2:3 ratio). The precision of this approximate number sense improves gradually over childhood and into adulthood. However, less is known about numerical abilities in younger infants, and in particular, whether there is developmental change in the number…
What aspects of counting help infants attend to numerosity
Recent work shows that 18‐month old infants understand that counting is numerically relevant—infants who see objects counted are more likely to represent the approximate number of objects in the array than infants who see the objects labeled but not counted. Which aspects of counting signal infants to attend to numerosity in this way? Here we asked whether infants rely on familiarity with the count words in their native language, or on procedures…
Does virtual counting count for babies? Evidence from an online looking time study
Infants who receive better counting input at home tend to become toddlers with better number knowledge in preschool. However, for many children, in-person counting experience is not always available, despite educational media becoming increasingly prevalent. Might virtual counting experience benefit the young mind? Using a novel online looking time paradigm, a cross-sectional sample of 14- to 19-month-old infants' (United States; N = 81; 35 femal…
The links between quantitative versus spatial language knowledge and numeracy skills in kindergarten children
Relational language knowledge, including the understanding of quantitative and spatial terms, is generally associated with children’s developing numeracy skills. Still unclear, however, are the developmental trajectory and direction of the potential links between different aspects of relational language and various facets of numeracy skills. The current study used cross-lagged panel models to analyze the links between quantitative versus spatial …
Cognitive and developmental aspects of mathematical skills (5 works) · Psychology (5 works) · Cognition (4 works) · Developmental psychology (4 works) · Mathematics Education and Teaching Techniques (4 works) · Cognitive psychology (2 works) · Neuroscience (2 works) · Numerosity adaptation effect (2 works) · Reading and Literacy Development (2 works) · Advertising (1 work)