Differences in arithmetic performance between Chinese and German children are accompanied by differences in processing of symbolic numerical magnitude.

Autor/inn/en	Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Titel	Differences in arithmetic performance between Chinese and German children are accompanied by differences in processing of symbolic numerical magnitude.
Quelle	In: Frontiers in psychology, 7 (2016) Art. 1337, 8 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2016.01337
Schlagwörter	Schuljahr 03; Grundschule; Schüler; Arithmetik; Mathematische Kompetenz; Rechnen; Internationaler Vergleich; Aufgabe; Chinese; Deutscher; China; Deutschland
Abstract	Symbolic numerical magnitude processing skills are assumed to be fundamental to arithmetic learning. It is, however, still an open question whether better arithmetic skills are reflected in symbolic numerical magnitude processing skills. To address this issue, Chinese and German third graders were compared regarding their performance in arithmetic tasks and in a symbolic numerical magnitude comparison task. Chinese children performed better in the arithmetic tasks and were faster in deciding which one of two Arabic numbers was numerically larger. The group difference in symbolic numerical magnitude processing was fully mediated by the performance in arithmetic tasks. We assume that a higher degree of familiarity with arithmetic in Chinese compared to German children leads to a higher speed of retrieving symbolic numerical magnitude knowledge. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/2