Symbolic and non-symbolic distance effects in children and their connection with arithmetic skills
Symbolic and non-symbolic distance effects in children and their connection with arithmetic skills
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DOI：
10.1016/j.jneuroling.2011.02.004
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发表时间：
2011-09-01
影响因子：
2
通讯作者：
Lindberg, Sven
中科院分区：
文献类型：
--
作者：
Lonnemann, Jan;Linkersdoerfer, Janosch;Lindberg, Sven
比较数字大小的能力被认为与儿童的算术技能有关。然而，符号和非符号数字表示在这种关系中的作用仍然是一个有争议的问题。为了解决这个问题，我们评估了8-10岁儿童(N 35)的加法和减法技能，并要求他们比较不同数字范围内的点图案和阿拉伯数字的数字大小。结果表明，数值大小比较和算术技能之间的关系不仅限于符号刺激，而且对于非符号的点图案也可以检测到。发现这种关系的数字范围以及大小比较与算术技能相关的方式在点和数字上是不同的。这些发现突出了符号和非符号数字表征在算术技能发展中的作用，并强化了这些表征背后的不同发展轨迹的观点。(C)2011爱思唯尔有限公司。保留所有权利。
The ability to compare numerical magnitudes is assumingly related to children's arithmetic skills. The role of symbolic and non-symbolic number representations in this relationship is, however, still a matter of debate. To address this issue we assessed addition and subtraction skills of 8-10-year-old children (n 35) and asked them to compare numerical magnitudes of dot patterns and Arabic digits in different numerical ranges. Results revealed that the relationship between numerical magnitude comparisons and arithmetic skills is not restricted to symbolic stimuli, but that it can also be detected for non-symbolic dot patterns. The range of numerosities for which this relationship was found and the manner in which the magnitude comparison was related to arithmetic skills differed regarding the dots and digits. These findings highlight the role of both symbolic and non-symbolic number representations in the development of arithmetic skills and strengthen the view of different developmental trajectories underlying these representations. (C) 2011 Elsevier Ltd. All rights reserved.