Related Experiment Video
Updated: Mar 26, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
Published on: August 28, 2021
The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence
1Department of Psychology & Human Development, Peabody College, Vanderbilt University, 230 Appleton Place, Nashville, TN, 37203, United States of America.
Abstract:
This study investigated the relation between symbolic and nonsymbolic magnitude processing abilities with 2 standardized measures of math competence (WRAT Arithmetic and KeyMath Numeration) in 150 3rd-grade children (mean age 9.01 years). Participants compared sets of dots and pairs of Arabic digits with numerosities 1-9 for relative numerical magnitude. In line with previous studies, performance on both symbolic and nonsymbolic magnitude processing was related to math ability. Performance metrics combining reaction and accuracy, as well as weber fractions, were entered into mediation models with standardized math test scores. Results showed that symbolic magnitude processing ability fully mediates the relation between nonsymbolic magnitude processing and math ability, regardless of the performance metric or standardized test.
More Related Videos
Related Concept Videos
Social Foundations of Self II: The Generalized Other
Piaget's Stage 2 of Cognitive Development
Social Foundations of Self I: Play and Game
Piaget's Stage 3 of Cognitive Development
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
Natural and Artificial Concepts
Social Foundations of Self IV: Self in Digital Communication

