Disentangling the Mechanisms of Symbolic Number Processing in Adults' Mathematics and Arithmetic Achievement

Autor/inn/en	Orrantia, Josetxu; Muñez, David; Matilla, Laura; Sanchez, Rosario; San Romualdo, Sara; Verschaffel, Lieven
Titel	Disentangling the Mechanisms of Symbolic Number Processing in Adults' Mathematics and Arithmetic Achievement
Quelle	In: Cognitive Science, 43 (2019) 1, (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0364-0213
DOI	10.1111/cogs.12711
Schlagwörter	Numeracy; Numbers; Symbols (Mathematics); Mathematics Instruction; Arithmetic; Mathematics Achievement; Adults + Suchen Sie Ihr Suchwort? Rechenkompetenz; Zahlenraum; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	A growing body of research has shown that symbolic number processing relates to individual differences in mathematics. However, it remains unclear which mechanisms of symbolic number processing are crucial--accessing underlying magnitude representation of symbols (i.e., symbol-magnitude associations), processing relative order of symbols (i.e., symbol-symbol associations), or processing of symbols per se. To address this question, in this study adult participants performed a dots-number word matching task--thought to be a measure of symbol-magnitude associations (numerical magnitude processing)--a numeral-ordering task that focuses on symbol-symbol associations (numerical order processing), and a digit-number word matching task targeting symbolic processing per se. Results showed that both numerical magnitude and order processing were uniquely related to arithmetic achievement, beyond the effects of domain-general factors (intellectual ability, working memory, inhibitory control, and non-numerical ordering). Importantly, results were different when a general measure of mathematics achievement was considered. Those mechanisms of symbolic number processing did not contribute to math achievement. Furthermore, a path analysis revealed that numerical magnitude and order processing might draw on a common mechanism. Each process explained a portion of the relation of the other with arithmetic (but not with a general measure of math achievement). These findings are consistent with the notion that adults' arithmetic skills build upon symbol-magnitude associations, and they highlight the effects that different math measures have in the study of numerical cognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01