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Schwartz, Flora; Zhang, Yuan; Chang, Hyesang; Karraker, Shelby; Kang, Julia Boram; Menon, Vinod – Developmental Science, 2021
Mathematical knowledge is constructed hierarchically from basic understanding of quantities and the symbols that denote them. Discrimination of numerical quantity in both symbolic and non-symbolic formats has been linked to mathematical problem-solving abilities. However, little is known of the extent to which overlap in quantity representations…
Descriptors: Arithmetic, Mathematics Skills, Elementary School Students, Young Adults
McCrink, Koleen; Spelke, Elizabeth S.; Dehaene, Stanislas; Pica, Pierre – Developmental Science, 2013
Much research supports the existence of an Approximate Number System (ANS) that is recruited by infants, children, adults, and non-human animals to generate coarse, non-symbolic representations of number. This system supports simple arithmetic operations such as addition, subtraction, and ordering of amounts. The current study tests whether an…
Descriptors: Foreign Countries, Number Systems, Arithmetic, American Indians
Lyons, Ian M.; Price, Gavin R.; Vaessen, Anniek; Blomert, Leo; Ansari, Daniel – Developmental Science, 2014
Math relies on mastery and integration of a wide range of simpler numerical processes and concepts. Recent work has identified several numerical competencies that predict variation in math ability. We examined the unique relations between eight basic numerical skills and early arithmetic ability in a large sample (N = 1391) of children across…
Descriptors: Predictor Variables, Elementary School Students, Grade 1, Grade 2
Schleifer, Patrick; Landerl, Karin – Developmental Science, 2011
Enumeration performance in standard dot counting paradigms was investigated for different age groups with typical and atypically poor development of arithmetic skills. Experiment 1 showed a high correspondence between response times and saccadic frequencies for four age groups with typical development. Age differences were more marked for the…
Descriptors: Control Groups, Age Differences, Arithmetic, Cognitive Development
Developmental Dissociation in the Neural Responses to Simple Multiplication and Subtraction Problems
Prado, Jérôme; Mutreja, Rachna; Booth, James R. – Developmental Science, 2014
Mastering single-digit arithmetic during school years is commonly thought to depend upon an increasing reliance on verbally memorized facts. An alternative model, however, posits that fluency in single-digit arithmetic might also be achieved via the increasing use of efficient calculation procedures. To test between these hypotheses, we used a…
Descriptors: Hypothesis Testing, Numeracy, Arithmetic, Computation
Iuculano, Teresa; Tang, Joey; Hall, Charles W. B.; Butterworth, Brian – Developmental Science, 2008
There are two different conceptions of the innate basis for numerical abilities. On the one hand, it is claimed that infants possess a "number module" that enables them to construct concepts of the exact numerosities of sets upon which arithmetic develops (e.g. Butterworth, 1999 ; Gelman & Gallistel, 1978). On the other hand, it has been proposed…
Descriptors: Number Concepts, Numeracy, Arithmetic, Information Processing