Attentional Strategies in Place-Value Integration

Mann, Anne; Moeller, Korbinian; Pixner, Silvia; Kaufmann, Liane; Nuerk, Hans‐Christoph

doi:10.1027/2151-2604/a000045

Cited by 18 publications

(11 citation statements)

References 10 publications

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“…Our findings on processing of two-digit numbers add to current evidence on young children's difficulties to integrate ten and unit numbers (Nuerk et al, 2004; Pixner et al, 2009; Mann et al, 2011, 2012). In accordance with Pixner et al (2009) we found particularly poor performance at the beginning of Grade 2, but rapid improvement in the competence to process two-digit numbers for the typically developing group.…”

Section: Discussionsupporting

confidence: 83%

Development of numerical processing in children with typical and dyscalculic arithmetic skills—a longitudinal study

Landerl¹

2013

Front. Psychol.

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Numerical processing has been demonstrated to be closely associated with arithmetic skills, however, our knowledge on the development of the relevant cognitive mechanisms is limited. The present longitudinal study investigated the developmental trajectories of numerical processing in 42 children with age-adequate arithmetic development and 41 children with dyscalculia over a 2-year period from beginning of Grade 2, when children were 7; 6 years old, to beginning of Grade 4. A battery of numerical processing tasks (dot enumeration, non-symbolic and symbolic comparison of one- and two-digit numbers, physical comparison, number line estimation) was given five times during the study (beginning and middle of each school year). Efficiency of numerical processing was a very good indicator of development in numerical processing while within-task effects remained largely constant and showed low long-term stability before middle of Grade 3. Children with dyscalculia showed less efficient numerical processing reflected in specifically prolonged response times. Importantly, they showed consistently larger slopes for dot enumeration in the subitizing range, an untypically large compatibility effect when processing two-digit numbers, and they were consistently less accurate in placing numbers on a number line. Thus, we were able to identify parameters that can be used in future research to characterize numerical processing in typical and dyscalculic development. These parameters can also be helpful for identification of children who struggle in their numerical development.

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Section: Discussionsupporting

confidence: 83%

Development of numerical processing in children with typical and dyscalculic arithmetic skills—a longitudinal study

Landerl¹

2013

Front. Psychol.

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“…Thus the compatibility effect can serve as a quantifiable measure indicating the robustness of simultaneous processing of multiple (i.e., decomposed-digit) numerical representations (for a review, see Nuerk, Moeller, Klein, Willmes, & Fischer, 2011). This would seem to indicate that larger compatibility effects would accompany a more complex, advanced system of number representation; indeed, developmental studies of the compatibility effect have shown it to increase with age and numerical experience (Mann, Moeller, Pixner, Kaufmann, & Nuerk, 2011) and to predict later arithmetic ability (Moeller et al, 2011). …”

Section: Introductionmentioning

confidence: 99%

The link between mental rotation ability and basic numerical representations

et al. 2013

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Mental rotation and number representation have both been studied widely, but although mental rotation has been linked to higher-level mathematical skills, to date it has not been shown whether mental rotation ability is linked to the most basic mental representation and processing of numbers. To investigate the possible connection between mental rotation abilities and numerical representation, 43 participants completed four tasks: 1) a standard pen-and-paper mental rotation task; 2) a multi-digit number magnitude comparison task assessing the compatibility effect, which indicates separate processing of decade and unit digits; 3) a number-line mapping task, which measures precision of number magnitude representation; and 4) a random number generation task, which yields measures both of executive control and of spatial number representations. Results show that mental rotation ability correlated significantly with both size of the compatibility effect and with number mapping accuracy, but not with any measures from the random number generation task. Together, these results suggest that higher mental rotation abilities are linked to more developed number representation, and also provide further evidence for the connection between spatial and numerical abilities.

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“…In a two‐stage procedure, we cut out all data above 2500 ms and below 1000 ms, and which deviated more than ±2.5 SD from a mean calculated separately for each participant, in each session and each instructional block. This procedure was repeated until no outliers were detected (see Cipora & Nuerk, ; Mann, Moeller, Pixner, Kaufmann & Nuerk, , for recursive removal of outliers). Altogether, 66% of all the correct trials entered into the analyses.…”

Section: Resultsmentioning

confidence: 99%

“…To control for inter‐individual variability of response latencies, which is usual in children's data, all analyses were conducted on z ‐transformed RTs (e.g. Mann et al ., ; Nuerk, Kaufmann, Zoppoth & Willmes, , for the same procedures for children's data; see also Appendix A for detailed elaboration of how different criteria for RT trimming and their transformation affect the main results in this non‐symbolic numerosity comparison task).…”

Section: Resultsmentioning

confidence: 99%

How to rapidly construct a spatial–numerical representation in preliterate children (at least temporarily)

Patro

Fischer²,

Nuerk

et al. 2015

Developmental Science

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Spatial processing of numbers has emerged as one of the basic properties of humans' mathematical thinking. However, how and when number-space relations develop is a highly contested issue. One dominant view has been that a link between numbers and left/right spatial directions is constructed based on directional experience associated with reading and writing. However, some early forms of a number-space link have been observed in preschool children who cannot yet read and write. As literacy experience is evidently not necessary for number-space effects, we are searching for other potential sources of this association. Here we propose and test a hypothesis that the number-space link can be quickly constructed in preschool children's cognition on the basis of spatially oriented visuo-motor activities. We trained 3- and 4-year-old children with a non-numerical spatial movement task (left-to-right or right-to-left), where via touch screen children had to move a frog across a pond. After the training, children had to perform a numerosity comparison task. After left-to-right training, we observed a SNARC-like effect (reactions to smaller numbers were faster on the left side, and reactions to larger numbers on the right side), and after right-to-left training a reverse effect. These results are the first to show a causal link between visuo-motor activities and number-space associations in children before they learn to read and write. We argue that simple activities, such as manual games, dominant in a given society, might shape number-space associations in children in a way similar to lifelong reading training.

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Attentional Strategies in Place-Value Integration

Cited by 18 publications

References 10 publications

Development of numerical processing in children with typical and dyscalculic arithmetic skills—a longitudinal study

Development of numerical processing in children with typical and dyscalculic arithmetic skills—a longitudinal study

The link between mental rotation ability and basic numerical representations

How to rapidly construct a spatial–numerical representation in preliterate children (at least temporarily)

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