How Are Symbols and Nonsymbolic Numerical Magnitudes Related? Exploring Bidirectional Relationships in Early Numeracy
How Are Symbols and Nonsymbolic Numerical Magnitudes Related? Exploring Bidirectional Relationships in Early Numeracy
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DOI：
10.1111/mbe.12206
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发表时间：
2019-08-01
影响因子：
1.8
通讯作者：
Ansari, Daniel
中科院分区：
文献类型：
--
作者：
Goffin, Celia;Ansari, Daniel
不同的较低水平的数字技能和它们在发展算术技能中的作用之间的关系的本质是什么？我们考虑的假设之间的互惠关系的发展象征（例如，阿拉伯数字）和非符号（例如，对象阵列）数值幅度处理。证据之间的双向关系的象征性和非象征性的数值幅度技能的发展进行审查。总的来说，目前的证据是更多的象征性的数字量技能的发展的影响，非象征性的数字量技能，反之亦然。展望未来，与衡量这种关系的方向有关的方法问题进行了讨论。还讨论了培训研究需要发挥的重要作用，以进一步了解基本的数字技能之间的复杂关系，反过来又与算术的关系。重要的是，关于较低和较高水平的认知技能之间关系的假设要进行经验检验，并认真考虑看似违反直觉的关系。
What is the nature of the relationship between different lower-level numerical skills and their role in developing arithmetic skills? We consider the hypothesis of a reciprocal relationship between the development of symbolic (e.g., Arabic numerals) and nonsymbolic (e.g., arrays of objects) numerical magnitude processing. Evidence for bidirectional relationships between symbolic and nonsymbolic numerical magnitude skill development is examined. Overall, present evidence is more indicative of an influence of symbolic numerical magnitude skills on the development of nonsymbolic numerical magnitude skills than vice versa. Looking forward, methodological issues pertinent to measuring the direction of such relationships are discussed. Also discussed is the important role that training studies need to play to further understand the complex relationships between basic number skills, and in turn their relationship with arithmetic. It is important that assumptions about relationships between lower and higher-level cognitive skills are tested empirically and that seemingly counterintuitive relationships are given serious consideration.