
Contents
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Introduction Introduction
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Individual Differences and Stability in SFON Individual Differences and Stability in SFON
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SFON Assessments SFON Assessments
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The Need For More Specific Measures of SFON: Brain Imaging Studies The Need For More Specific Measures of SFON: Brain Imaging Studies
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Positive Relationship of SFON and Numerical Skills Positive Relationship of SFON and Numerical Skills
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Domain Specificity of The Relationship between SFON and Numerical Skills Domain Specificity of The Relationship between SFON and Numerical Skills
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The Reciprocal Nature of The Development of SFON and Numerical Skills The Reciprocal Nature of The Development of SFON and Numerical Skills
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SFON as A Mechanism of Self-Initiated Practice in Early Number Skills SFON as A Mechanism of Self-Initiated Practice in Early Number Skills
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Possibilities of Promoting SFON Tendency Possibilities of Promoting SFON Tendency
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Conclusion Conclusion
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Note Note
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References References
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15 Spontaneous Focusing On Numerosity and its Relation to Counting and Arithmetic
Get accessMinna M. Hannula-Sormunen, University of Turku, Finland
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Published:03 March 2014
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Abstract
This chapter reviews recent research investigating children’s Spontaneous Focusing On Numerosity (SFON) and considers the role it might play in the development of counting and arithmetical skills. SFON refers to a process of spontaneously (i.e. not prompted by others) focusing attention on the exact number of a set of items or incidents. This attentional process triggers exact number recognition and using the recognized exact number in action. The chapter describes how SFON tendency can be assessed, and suggests the measures of it to be indicators of the amount of a child’s self-initiated practice in using exact enumeration in his or her natural surroundings. The studies show that SFON tendency in early childhood is positively and domain-specifically related to the development of numerical skills up to the end of primary school. Promoting SFON tendency could be a potential way of preventing learning difficulties in mathematics.
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