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Symbolic Processing Mediates the Relation Between Non-symbolic Processing and Later Arithmetic Performance.

Sabrina Finke1, H Harald Freudenthaler1, Karin Landerl1,2

  • 1Institute of Psychology, University of Graz, Graz, Austria.

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|April 11, 2020
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Summary
This summary is machine-generated.

This study shows symbolic processing skills mediate how non-symbolic magnitude understanding impacts arithmetic development. Early non-symbolic skills build a foundation for symbolic skills, crucial for math achievement.

Keywords:
longitudinalmediationnon-symbolicnumerical cognitionsymbolic

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • The relationship between non-symbolic and symbolic magnitude processing in arithmetic development is debated.
  • Understanding this link is crucial for identifying children at risk for mathematical difficulties.

Purpose of the Study:

  • To investigate if symbolic processing skills mediate the influence of non-symbolic magnitude processing on arithmetic.
  • To examine the developmental trajectory of these relationships from Grade 1 to Grade 4.

Main Methods:

  • Longitudinal study of 130 children (Grade 1 to Grade 4).
  • Assessed non-symbolic and symbolic magnitude comparison skills.
  • Analyzed the mediating role of symbolic comparison in the non-symbolic to arithmetic relationship.

Main Results:

  • Symbolic comparison of numbers (one- and two-digit) serially mediated the effect of non-symbolic comparison on later arithmetic skills.
  • Non-symbolic processing appears to scaffold single-digit processing, which influences multi-digit processing and overall arithmetic.

Conclusions:

  • Both non-symbolic and symbolic processing are vital for arithmetic development in primary school.
  • These processing skills may serve as early indicators for identifying children at risk for low arithmetic achievement.