Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years.
Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years.
复制标题
DOI：
10.1371/journal.pone.0258847
复制
发表时间：
2021
期刊：
影响因子：
3.7
通讯作者：
Landerl K
中科院分区：
文献类型：
--
作者：
Finke S;Banfi C;Freudenthaler HH;Steiner AF;Vogel SE;Göbel SM;Landerl K
支持非符号和符号顺序加工的认知机制是什么？初步证据表明，非符号和符号顺序处理部分不同的结构。然而，支持这些技能的确切机制仍不清楚。此外，预测模式可能会经历动态的发展变化，在第一年的正规教育。本研究探讨了理论上相关的结构（非符号和符号的大小比较、计算和储存以及操作的言语和视觉空间工作记忆成分）对非符号和符号的数字顺序加工的表现和发展变化的贡献。我们跟踪了157名儿童从1年级到3年级。在顺序判断任务中，孩子们决定三个点或数字是否按数字升序排列。非象征性的大小比较和视觉空间操作的显着预测的初始性能在非象征性和象征性的排序。与我们的预期一致，计数技能对符号排序的预测贡献了额外的方差，但对非符号排序的预测没有贡献。符号比较技能和视觉空间操作可以预测1 ~ 2年级学生排序能力的发展变化。没有一个预测因子能解释2 ~ 3级发育变化的差异。两者合计，目前的研究结果提供了有力的证据，一般参与成对的幅度比较和视觉空间操作的数字排序，无论数字格式。重要的是，基于计数的机制似乎是一个独特的预测符号排序。因此，我们的结论是，只有一个部分重叠的认知机制的非符号和符号顺序处理。
What are the cognitive mechanisms supporting non-symbolic and symbolic order processing? Preliminary evidence suggests that non-symbolic and symbolic order processing are partly distinct constructs. The precise mechanisms supporting these skills, however, are still unclear. Moreover, predictive patterns may undergo dynamic developmental changes during the first years of formal schooling. This study investigates the contribution of theoretically relevant constructs (non-symbolic and symbolic magnitude comparison, counting and storage and manipulation components of verbal and visuo-spatial working memory) to performance and developmental change in non-symbolic and symbolic numerical order processing. We followed 157 children longitudinally from Grade 1 to 3. In the order judgement tasks, children decided whether or not triplets of dots or digits were arranged in numerically ascending order. Non-symbolic magnitude comparison and visuo-spatial manipulation were significant predictors of initial performance in both non-symbolic and symbolic ordering. In line with our expectations, counting skills contributed additional variance to the prediction of symbolic, but not of non-symbolic ordering. Developmental change in ordering performance from Grade 1 to 2 was predicted by symbolic comparison skills and visuo-spatial manipulation. None of the predictors explained variance in developmental change from Grade 2 to 3. Taken together, the present results provide robust evidence for a general involvement of pair-wise magnitude comparison and visuo-spatial manipulation in numerical ordering, irrespective of the number format. Importantly, counting-based mechanisms appear to be a unique predictor of symbolic ordering. We thus conclude that there is only a partial overlap of the cognitive mechanisms underlying non-symbolic and symbolic order processing.
登录
查看更多内容
影响因子：
2.6
作者：
LeFevre, Jo-Anne;Berrigan, Lindsay;Smith-Chant, Brenda L.
通讯作者：
Smith-Chant, Brenda L.
影响因子：
2.6
作者：
Fazio, Lisa K.;Bailey, Drew H.;Siegler, Robert S.
通讯作者：
Siegler, Robert S.
影响因子：
2.6
作者：
Brannon, EM;Van de Walle, GA
通讯作者：
Van de Walle, GA
影响因子：
3.4
作者：
Goffin, Celia;Ansari, Daniel
通讯作者：
Ansari, Daniel
DOI：
10.1037/cep0000070
发表时间：
2016-03-01
影响因子：
1.3
作者：
Leibovich, Tali;Ansari, Daniel
通讯作者：
Ansari, Daniel