The relation between ANS and symbolic arithmetic skills: The mediating role of number-numerosity mappings

Wong, Terry Tin‐Yau; Ho, Connie Suk‐Han; Tang, Joey

doi:10.1016/j.cedpsych.2016.06.003

Cited by 35 publications

(32 citation statements)

References 46 publications

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“…Although nonsymbolic numerical skills have been cited as being important in early numerical development (e.g., Chen & Li, ; Fazio et al, ; Schneider et al, ), the results of the current study fail to support this assertion, therefore calling into question the claim that the ANS plays a pivotal role in early symbolic number knowledge acquisition (e.g., Chen & Li, ; Halberda, Mazzocco, & Feigenson, ; Holloway & Ansari, ; Piazza et al, ; Wong et al, ). At the same time, the current results are in line with earlier findings that young children struggle to disregard the perceptual properties of nonsymbolic displays (Rousselle, Palmers, & Noël, ; Soltész, Szűcs, & Szűcs, ), —although their performance on incongruent trials (in which perceptual properties have to be inhibited in order to respond correctly) improved between T1 and T2, they were still performing poorly on these trials.…”

Section: Discussioncontrasting

confidence: 80%

“…Additionally, this task appears to measure a similar underlying construct as the Dot comparison task (Gilmore, Attridge, De Smedt, & Inglis, ). Performance on the nonsymbolic addition task has also been linked to mathematical achievement in developmental studies (Gilmore, McCarthy, & Spelke, ; Wong, Ho, & Tang, ).…”

Section: Table Showing the Results Of Three Longitudinal Studies Regamentioning

confidence: 99%

See 1 more Smart Citation

The Stability of Individual Differences in Basic Mathematics‐Related Skills in Young Children at the Start of Formal Education

O’Connor

Morsanyi

McCormack

2019

Mind Brain and Education

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The current study investigated the development of children's performance on tasks that have been suggested to underlie early mathematics skills, including measures of cardinality, ordinality, and intelligence. Eighty‐seven children were tested in their first (T1) and second (T2) school year (at ages 5 and 6). Children's performance on all tasks demonstrated good reliability and significantly improved with age. Correlational analyses revealed that performance on some mathematics‐related tasks were nonsignificantly correlated between T1 and T2 (number line and number comparison), showing that these skills are relatively unstable. Detailed analyses also indicated that the way children solve these tasks show qualitative changes over time. By contrast, children's performance on measures of intelligence and nonnumerical ordering abilities were strongly correlated between T1 and T2. Additionally, ordering skills also showed moderate to strong correlations with counting procedures both cross‐sectionally and longitudinally. These results suggest that, initially, mathematics skills strongly rely on nonmathematical abilities.

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Section: Discussioncontrasting

confidence: 80%

Section: Table Showing the Results Of Three Longitudinal Studies Regamentioning

confidence: 99%

The Stability of Individual Differences in Basic Mathematics‐Related Skills in Young Children at the Start of Formal Education

O’Connor

Morsanyi

McCormack

2019

Mind Brain and Education

View full text Add to dashboard Cite

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“…Two daily-life numerical skills, namely object counting and estimation, have been proposed to reflect how well the number symbols are mapped onto our underlying representation of numerical magnitude (Wong, Ho, & Tang, 2015). Object counting is undoubtedly the first systematic procedure that associates number symbols with our underlying representation of magnitude.…”

Section: Controversies Of the Two Hypothesesmentioning

confidence: 99%

“…More specifically, what is the relation between our number sense and access of magnitude representation from number symbols? The framework proposed by Wong et al (2015) may provide some insights on this issue. In that study, it was found that the effect of number sense on children's mathematics achievement was fully mediated by number-magnitude mapping (measured by object counting and estimation).…”

Section: The Relation Between Number Sense and Number-magnitude Mappingmentioning

confidence: 99%

Defective Number Sense or Impaired Access? Differential Impairments in Different Subgroups of Children With Mathematics Difficulties

Wong

Tang³

2016

J Learn Disabil

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Developmental dyscalculia (DD) is a specific learning disability in mathematics that affects around 6% of the population. Currently, the core deficit of DD remains unknown. While the number sense deficit hypothesis suggests that the core deficit of DD lies in the inability to represent nonsymbolic numerosity, the access deficit hypothesis suggests that the origin of this disability lies in the inability to associate numbers with the underlying magnitude representation. The present study compared the performance of DDs with their low-achieving (LA) and normally achieving peers in nonsymbolic numerosity processing and number-magnitude mapping over 1 year (from kindergarten to 1st grade). The results demonstrated differential impairments in different subgroups of children with mathematics difficulties. While DDs showed deficits in both nonsymbolic numerosity processing and number-magnitude mapping, LAs showed deficit only in the number-magnitude mapping. Furthermore, the deficit in number-magnitude mapping among the DD group was partially explained by their number sense deficit. The number sense deficit hypothesis is supported. Theoretical and practical implications are discussed.

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“…Some researchers have suggested that the NL test can measure other abilities in addition to symbolic magnitude representation. In particular, it was suggested that the NL test measured proportional judgement skills or number-numerosity mapping skills or may be confounded with visuospatial skills [39,42,43]. In any case, number line estimation is based on symbolic representations and required number system knowledge [39,44].…”

Section: Introductionmentioning

confidence: 99%

Domain-general cognitive functions fully explained growth in nonsymbolic magnitude representation but not in symbolic representation in elementary school children

et al. 2020

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In this study, we aimed to compare developmental changes in nonsymbolic and symbolic magnitude representations across the elementary school years. For this aim, we used a four-wave longitudinal study with a one-year interval in schoolchildren in grades 1-4 in Russia and Kyrgyzstan (N = 490, mean age was 7.65 years at grade 1). The results of mixedeffects growth models revealed that growth in the precision of symbolic representation was larger than in the nonsymbolic representation. Moreover, growth in nonsymbolic representation was fully explained by growth in fluid intelligence (FI), visuospatial working memory (VSWM) and processing speed (PS). The analysis demonstrated that growth in nonsymbolic magnitude representation was significant only for pupils with a high level of FI and PS, whereas growth in precision of symbolic representation did not significantly vary across pupils with different levels of FI or VSWM.

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The relation between ANS and symbolic arithmetic skills: The mediating role of number-numerosity mappings

Cited by 35 publications

References 46 publications

The Stability of Individual Differences in Basic Mathematics‐Related Skills in Young Children at the Start of Formal Education

The Stability of Individual Differences in Basic Mathematics‐Related Skills in Young Children at the Start of Formal Education

Defective Number Sense or Impaired Access? Differential Impairments in Different Subgroups of Children With Mathematics Difficulties

Domain-general cognitive functions fully explained growth in nonsymbolic magnitude representation but not in symbolic representation in elementary school children

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