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Vanbinst K, Ceulemans E, Peters L, et al. Developmental trajectories of children's symbolic numerical magnitude processing skills and associated cognitive competencies. J Exp Child Psychol. 2017;166:232-250doi: 10.1016/j.jecp.2017.08.008.
Vanbinst, K., Ceulemans, E., Peters, L., Ghesquière, P., & De Smedt, B. (2018). Developmental trajectories of children's symbolic numerical magnitude processing skills and associated cognitive competencies. Journal of experimental child psychology, 166232-250. https://doi.org/10.1016/j.jecp.2017.08.008
Vanbinst, Kiran, et al. "Developmental trajectories of children's symbolic numerical magnitude processing skills and associated cognitive competencies." Journal of experimental child psychology vol. 166 (2018): 232-250. doi: https://doi.org/10.1016/j.jecp.2017.08.008
Vanbinst K, Ceulemans E, Peters L, Ghesquière P, De Smedt B. Developmental trajectories of children's symbolic numerical magnitude processing skills and associated cognitive competencies. J Exp Child Psychol. 2018 Feb;166:232-250. doi: 10.1016/j.jecp.2017.08.008. Epub 2017 Sep 22. PMID: 28946044.
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J Exp Child Psychol. 2018 Feb;166:232-250. doi: 10.1016/j.jecp.2017.08.008. Epub 2017 Sep 22.

Developmental trajectories of children's symbolic numerical magnitude processing skills and associated cognitive competencies.

Journal of experimental child psychology

Kiran Vanbinst, Eva Ceulemans, Lien Peters, Pol Ghesquière, Bert De Smedt

Affiliations

  1. Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, University of Leuven, 3000 Leuven, Belgium. Electronic address: [email protected].
  2. Quantitative Psychology and Individual Differences, Faculty of Psychology and Educational Sciences, University of Leuven, 3000 Leuven, Belgium.
  3. Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, University of Leuven, 3000 Leuven, Belgium.

PMID: 28946044 DOI: 10.1016/j.jecp.2017.08.008

Abstract

Although symbolic numerical magnitude processing skills are key for learning arithmetic, their developmental trajectories remain unknown. Therefore, we delineated during the first 3years of primary education (5-8years of age) groups with distinguishable developmental trajectories of symbolic numerical magnitude processing skills using a model-based clustering approach. Three clusters were identified and were labeled as inaccurate, accurate but slow, and accurate and fast. The clusters did not differ in age, sex, socioeconomic status, or IQ. We also tested whether these clusters differed in domain-specific (nonsymbolic magnitude processing and digit identification) and domain-general (visuospatial short-term memory, verbal working memory, and processing speed) cognitive competencies that might contribute to children's ability to (efficiently) process the numerical meaning of Arabic numerical symbols. We observed minor differences between clusters in these cognitive competencies except for verbal working memory for which no differences were observed. Follow-up analyses further revealed that the above-mentioned cognitive competencies did not merely account for the cluster differences in children's development of symbolic numerical magnitude processing skills, suggesting that other factors account for these individual differences. On the other hand, the three trajectories of symbolic numerical magnitude processing revealed remarkable and stable differences in children's arithmetic fact retrieval, which stresses the importance of symbolic numerical magnitude processing for learning arithmetic.

Copyright © 2017 Elsevier Inc. All rights reserved.

Keywords: Arithmetic development; Developmental trajectories; Domain-general cognitive development; Domain-specific cognitive development; Longitudinal design; Symbolic numerical magnitude development

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