{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,7]],"date-time":"2026-07-07T22:25:59Z","timestamp":1783463159848,"version":"3.55.0"},"reference-count":174,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2026,4,20]],"date-time":"2026-04-20T00:00:00Z","timestamp":1776643200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,4,20]],"date-time":"2026-04-20T00:00:00Z","timestamp":1776643200000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Developmental Science"],"published-print":{"date-parts":[[2026,5]]},"abstract":"ABSTRACT<\/jats:title>\n \n \n Large scale studies have documented socioeconomic (SES) and racial\/ethnic disparities in children's standardized math achievement at kindergarten entry. These early math skills predict future mathematics achievement and career success. However, limited research has been conducted using large sample sizes to understand how SES and race\/ethnicity are related to children's numerical skills at even younger ages. The current study aims to investigate sociodemographic variability in three fundamental areas of early numeracy: nonverbal numerosity discrimination, rote counting, and cardinal number word knowledge. In addition, we will examine if the relations between numerical skills might be explained by their shared correlations to sociodemographic factors and if differences in numerical skills between sociodemographic groups can be explained by variability in working memory. Finally, we also investigate whether childcare attendance moderates early sociodemographic differences in numerical abilities. To achieve these goals, data from children aged 2; 6\u20136; 0 will be gathered from \u223c 45 US sites, drawn from a larger multi\u2010lab international project (ManyNumbers project). The findings of this research will enhance our understanding of early emerging variability in numerical skills and provide insights into developing responsive and inclusive educational practices that support diverse learning needs in the early years.<\/jats:p>\n <\/jats:sec>\n \n Summary<\/jats:title>\n \n \n \n Early mathematical skills are crucial for long\u2010term academic and career achievement. SES and race\/ethnicity\u2010related disparities in math achievement emerge as early as preschool.<\/jats:p>\n <\/jats:list-item>\n \n Most studies use standardized math assessments that combine different numerical skills to assess achievement gaps, leaving uncertain which specific skills vary with demographic variables.<\/jats:p>\n <\/jats:list-item>\n \n We explore disparities in developmentally significant numerical skills and their relation to demographic variables. We also report relations between WM, childcare attendance and numerical skills.<\/jats:p>\n <\/jats:list-item>\n \n \n Data from approximately\n N<\/jats:italic>\n = 1080 children aged 2;6\u20136;0 will be collected from \u223c 45 US labs, including demographic information and numeracy measures.\n <\/jats:p>\n <\/jats:list-item>\n <\/jats:list>\n <\/jats:p>\n <\/jats:sec>","DOI":"10.1111\/desc.70184","type":"journal-article","created":{"date-parts":[[2026,4,20]],"date-time":"2026-04-20T09:55:00Z","timestamp":1776678900000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["ManyNumbers 3: A Multi\u2010Lab Study of Demographic Correlates of Early Number Knowledge"],"prefix":"10.1111","volume":"29","author":[{"ORCID":"https:\/\/orcid.org\/0009-0005-0251-7163","authenticated-orcid":false,"given":"Yanfei","family":"Yu","sequence":"first","affiliation":[{"name":"Department of Psychology University of California San Diego La 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