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The approximate number system is not predictive for symbolic number processing in kindergarteners
Delphine Sasanguie1, Emmy Defever, Bieke Maertens
1a Experimental Psychology , KU Leuven , Leuven , Belgium.
Quarterly Journal of Experimental Psychology (2006)
|June 18, 2013
Summary
Children's approximate number system (ANS) skills do not predict later symbolic number processing. This suggests distinct cognitive systems for nonsymbolic and symbolic numerical abilities in early development.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Neuroscience
Background:
- The relationship between the approximate number system (ANS) and symbolic number processing is debated.
- One theory posits symbolic number meaning is acquired via mapping to the ANS.
- An alternative theory suggests a separate system for symbolic numbers alongside the ANS.
Purpose of the Study:
- To investigate if kindergarteners' nonsymbolic number processing predicts their later symbolic number processing skills.
- To contribute empirical evidence to the debate on distinct numerical representational systems.
Main Methods:
- Assessed kindergarteners' accuracy on a nonsymbolic number comparison task.
- Assessed the same children's performance on a symbolic number comparison task six months later.
- Analyzed the predictive relationship between nonsymbolic and symbolic task performance.
Main Results:
- No significant association was found between nonsymbolic number comparison accuracy and later symbolic number comparison performance.
- Kindergarteners' performance on nonsymbolic tasks did not predict their symbolic task outcomes.
Conclusions:
- Findings suggest the approximate number system (ANS) and symbolic number representation are distinct cognitive systems.
- This supports theories proposing separate developmental pathways for nonsymbolic and symbolic numerical abilities.
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