A two-minute paper-and-pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children's arithmetic competence.
Recently, there has been a growing emphasis on basic number processing competencies (such as the ability to judge which of two numbers is larger) and their role in predicting individual differences in school-relevant math achievement. Children's ability to compare both symbolic (e.g. Arabic num...
Main Authors: | Nadia Nosworthy, Stephanie Bugden, Lisa Archibald, Barrie Evans, Daniel Ansari |
---|---|
Format: | Article |
Language: | English |
Published: |
Public Library of Science (PLoS)
2013-01-01
|
Series: | PLoS ONE |
Online Access: | http://europepmc.org/articles/PMC3699460?pdf=render |
Similar Items
-
Children's arithmetic development : contributions of symbolic and nonsymbolic magnitude comparison
by: Watson, Sarah Elizabeth
Published: (2013) -
Trajectories of Symbolic and Nonsymbolic Magnitude Processing in the First Year of Formal Schooling.
by: Anna A Matejko, et al.
Published: (2016-01-01) -
Multi-representation of symbolic and nonsymbolic numerical magnitude in Chinese number processing.
by: Chao Liu, et al.
Published: (2011-04-01) -
Domain-general cognitive functions fully explained growth in nonsymbolic magnitude representation but not in symbolic representation in elementary school children.
by: Yulia Kuzmina, et al.
Published: (2020-01-01) -
Nonsymbolic numerical magnitude processing and arithmetic performance : an investigation on first-grade children with and without mathematics difficulties
by: Tang, Wai-yan, Jacqueline, et al.
Published: (2014)