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A mental model for early arithmetic

J Huttenlocher1, N C Jordan, S C Levine

  • 1Department of Psychology, University of Chicago, Illinois 60637.

Journal of Experimental Psychology. General
|September 1, 1994
PubMed
Summary

Young children develop nonverbal calculation skills after age two. This ability is linked to overall intellectual competence in preschoolers, suggesting a connection to broader cognitive development.

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Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Numerical Cognition

Background:

  • Early numerical cognition research indicates nonverbal calculation abilities emerge before verbal ones.
  • The origins of nonverbal calculation skills remain largely unexplored.
  • These skills are hypothesized to involve domain-general symbolic processes.

Purpose of the Study:

  • To determine the age of emergence for nonverbal calculation abilities in young children.
  • To investigate the relationship between nonverbal calculation skills and general intellectual competence.
  • To test the hypothesis that nonverbal calculation relies on symbolic processing.

Main Methods:

  • Children were presented with nonverbal calculation tasks involving hidden arrays with additions or subtractions.
  • Performance on nonverbal calculation tasks was assessed.
  • Intellectual competence was measured in participating children.

Main Results:

  • Reliable nonverbal calculation abilities emerge after 2 years of age.
  • Performance on these tasks is strongly correlated with overall intellectual competence in 3- to 4-year-old children.
  • Findings support the link between nonverbal calculation and broader cognitive abilities.

Conclusions:

  • Nonverbal calculation is not present at birth but develops in early childhood.
  • The development of nonverbal calculation skills is intertwined with general cognitive development.
  • Early mathematical understanding may depend on foundational symbolic reasoning abilities.

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