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Malone SA, Pritchard VE, Hulme C. Separable effects of the approximate number system, symbolic number knowledge, and number ordering ability on early arithmetic development. J Exp Child Psychol. 2021;208:105120doi: 10.1016/j.jecp.2021.105120.
Malone, S. A., Pritchard, V. E., & Hulme, C. (2021). Separable effects of the approximate number system, symbolic number knowledge, and number ordering ability on early arithmetic development. Journal of experimental child psychology, 208105120. https://doi.org/10.1016/j.jecp.2021.105120
Malone, Stephanie A, et al. "Separable effects of the approximate number system, symbolic number knowledge, and number ordering ability on early arithmetic development." Journal of experimental child psychology vol. 208 (2021): 105120. doi: https://doi.org/10.1016/j.jecp.2021.105120
Malone SA, Pritchard VE, Hulme C. Separable effects of the approximate number system, symbolic number knowledge, and number ordering ability on early arithmetic development. J Exp Child Psychol. 2021 Aug;208:105120. doi: 10.1016/j.jecp.2021.105120. Epub 2021 Mar 29. PMID: 33794420.
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J Exp Child Psychol. 2021 Aug;208:105120. doi: 10.1016/j.jecp.2021.105120. Epub 2021 Mar 29.

Separable effects of the approximate number system, symbolic number knowledge, and number ordering ability on early arithmetic development.

Journal of experimental child psychology

Stephanie A Malone, Verena E Pritchard, Charles Hulme

Affiliations

  1. Australian Catholic University, Brisbane, QLD 4014, Australia; Autism Centre of Excellence, Griffith University, Brisbane, QLD 4122, Australia.
  2. Australian Catholic University, Brisbane, QLD 4014, Australia; School of Psychology and Counseling, Faculty of Health, Queensland University of Technology, Brisbane, QLD 4000, Australia.
  3. Australian Catholic University, Brisbane, QLD 4014, Australia; Department of Education, University of Oxford, Oxford OX2 6PY, UK. Electronic address: [email protected].

PMID: 33794420 DOI: 10.1016/j.jecp.2021.105120

Abstract

There is evidence that early variations in the development of an approximate number system (ANS) and symbolic number understanding are both influences on the later development of formal arithmetic skills. We report a large-scale (N = 552) longitudinal study of the predictors of arithmetic spanning a critical developmental period (the first 3 years of formal education). Variations in early knowledge of symbolic representations of number and the ordinal associations between them are direct predictors of later arithmetic skills. The development of number ordering ability is in turn predicted by earlier variations in arithmetic, the ANS (numerosity judgments), and rapid automatized naming (RAN). These findings have important implications for theories of numerical and arithmetical development and potentially for the teaching of these skills.

Copyright © 2021 Elsevier Inc. All rights reserved.

Keywords: Approximate number system; Arithmetic development; Number knowledge; Numerosity judgment; Ordinal number knowledge; Symbolic number system

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