To examine the relationship between early number sense and later symbolic arithmetic competence and how they are connected in young Chinese children. The present study utilized a longitudinal sample of 115 Chinese children aged 3 to 6. Young children completed measures to assess number sense, visual spatial skills (in the fall of their second…

This study investigates how the approximate number system (ANS) and young children's symbolic skills jointly develop and interact. Specifically, the study aims at disentangling the directionality of the association between ANS acuity and a wide range of symbolic skills that reflect 4- to 5-year-olds' symbolic quantitative knowledge (enumeration…

This study examined the effects of training involving spatial versus nonspatial representations of numerical magnitude for promoting arithmetic fluency. The key goal was to advance theoretical understanding of the relation between spatial and math learning, while simultaneously laying the groundwork for the development of future educational…

Background: Recent research suggested fluent processing as an explanation on why number sense contributes to simple arithmetic tasks--'Fluency hypothesis'. Aims: The current study investigates whether number sense contributes to such arithmetic tasks when other cognitive factors are controlled for (including those that mediate the link); and…

Urban and rural children have different levels of performance in arithmetic processing. This study investigated whether such a residence difference can be explained by phonological processing. A total of 1,501 Chinese primary school students from urban and rural areas were recruited to complete nine cognitive tasks: two in arithmetic performance…