Language Effects on Children’s Nonverbal Number Line Estimations

Helmreich, Iris; Zuber, Julia; Pixner, Silvia; Kaufmann, Liane; Nuerk, Hans‐Christoph; Moeller, Korbinian

doi:10.1177/0022022111406026

Cited by 75 publications

(84 citation statements)

References 22 publications

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“…This suggests that some activation of the numerical magnitude takes place, which in the case of a large interdigit distance prevents a reversal. At first sight, this seems to contradict the results by Helmreich et al (2011), who found that German-speaking children showed larger deviations when locating numbers with a larger interdigit distance on a number line, while these numbers were easier in our study. However, Helmreich et al (2011) argued that these larger deviations were probably due to the fact that the difference between the target number and its inverted number are larger, so if a number is misinterpreted, the deviation is larger.…”

Section: Discussioncontrasting

confidence: 99%

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Four and twenty blackbirds: how transcoding ability mediates the relationship between visuospatial working memory and math in a language with inversion

Ven

Klaiber

Maas

2016

Educational Psychology

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Section: Discussioncontrasting

confidence: 99%

“…Austrian, German-speaking children were less accurate than Italian children in positioning numbers with a large interdigit distance on a number line, while there was no difference for numbers with a small interdigit distance (Helmreich et al, 2011). Austrian children may have misinterpreted the numbers, e.g.…”

Section: Explaining Transcoding Item Difficultymentioning

confidence: 93%

Four and twenty blackbirds: how transcoding ability mediates the relationship between visuospatial working memory and math in a language with inversion

Ven

Klaiber

Maas

2016

Educational Psychology

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“…They also noted that performance differences were more pronounced on the 0-100 number line than on the 0-20 number line. Similar findings were reported between German-and Italian-speaking children (Helmreich et al, 2011). The German counting system includes inversion properties (e.g., 48 is spoken as "eight and forty) whereas no such properties appear in Italian.…”

supporting

confidence: 84%

Encoding “10ness” improves first-graders’ estimation of numerical magnitudes

Okamoto

2017

J. Numer. Cogn.

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Understanding numerical magnitudes is a foundational skill that significantly impacts later learning of mathematics concepts. The current study tested the idea that encoding of "10ness" is crucial to improving children's estimation of two-digit number magnitudes. We used commercially available base-10 blocks for this purpose. The children in the experimental condition were asked to construct two-digit numbers by laying down the precise combinations of 10-and 1-blocks horizontally (e.g., three 10-blocks and seven 1-blocks for 37). Two control conditions were also included. In one control condition, children used 1-blocks only. In another control condition, children used one 10-block and as many 1-blocks as necessary. After working with the experimenter for only 15 minutes twice, the children in the experimental condition were significantly more accurate on the estimation task than those in the control conditions. The findings confirmed the importance of encoding 10ness as a unit in making accurate estimates of two-digit number magnitudes. The importance of encoding other units in the base-10 system is discussed.

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“…Accordingly, a cross-cultural study found that Italian speaking 1 st graders had higher accuracy in number line estimation task performance compared to German speaking 1 st graders. The difference between the two languages is the unique inversion property of German multi-digit numbers (e.g., 48 → "eight-and-forty") (Helmreich et al, 2011). This result demonstrated that number line estimation task performance can be influenced by the phonological-orthographic relation of language.…”

Section: Multiple Arithmetic Abilitiesmentioning

confidence: 81%

Multiple skills underlie arithmetic performance: A large-scale structural equation modeling analysis

Ashkenazi

Silverman

2017

J. Numer. Cogn.

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Current theoretical approaches point to the importance of several cognitive skills not specific to mathematics for the etiology of mathematics disorders (MD). In the current study, we examined the role of many of these skills, specifically: rapid automatized naming, attention, reading, and visual perception, on mathematics performance among a large group of college students (N = 1,322) with a wide range of arithmetic proficiency. Using factor analysis, we discovered that our data clustered to four latent variables 1) mathematics, 2) perception speed, 3) attention and 4) reading. In subsequent structural equation modeling, we found that the latent variable perception speed had a strong and meaningful effect on mathematics performance. Moreover, sustained attention, independent from the effect of the latent variable perception speed, had a meaningful, direct effect on arithmetic fact retrieval and procedural knowledge. The latent variable reading had a modest effect on mathematics performance. Specifically, reading comprehension, independent from the effect of the latent variable reading, had a meaningful direct effect on mathematics, and particularly on number line knowledge. Attention, tested by the attention network test, had no effect on mathematics, reading or perception speed. These results indicate that multiple factors can affect mathematics performance supporting a heterogeneous approach to mathematics. These results have meaningful implications for the diagnosis and intervention of pure and comorbid learning disorders.Keywords: perception speed, mathematics performance, pure and comorbid mathematics disability Nobes, and Gabriel (2013) proposed that abnormalities in executive functions, specifically inhibition and visuospatial working memory, are the source of MD, rather than mathematics-specific quantitative understanding. Moreover, there is evidence that these cognitive skills affect individual differences in arithmetic abilities across the spectrum of mathematics proficiency. Szűcs, Devine, Soltesz, Nobes, and Gabriel (2014) demonstrated that individual differences in arithmetic abilities was predicted by phonological processing, verbal knowledge, visuospatial short-term and working memory, spatial ability and executive functioning. Journal of Numerical Cognitionjnc.psychopen.eu | 2363-8761The prevalence rate of MD is between 3-6% among children (Reigosa-Crespo et al., 2012;R. Shalev, Manor, Amir, & Gross-Tsur, 1993;von Aster, Schweiter, & Weinhold Zulauf, 2007;von Aster & Shalev, 2007) while there is less evidence in regard to prevalence rates among adults. However, the prevalence of the comorbidity of MD with other disorders that affect learning (such as reading and attention deficits) vary dramatically between studies, and range between 17-66% (Barbaresi, Katusic, Colligan, Weaver, & Jacobsen, 2005;Dirks, Spyer, van Lieshout, & de Sonneville, 2008;Gross-Tsur, Manor, & Shalev, 1996;Landerl & Moll, 2010;Lewis, Hitch, & Walker, 1994;R. Shalev et al., 1993;. Even the lowest reported comorbidit...

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Language Effects on Children’s Nonverbal Number Line Estimations

Cited by 75 publications

References 22 publications

Four and twenty blackbirds: how transcoding ability mediates the relationship between visuospatial working memory and math in a language with inversion

Four and twenty blackbirds: how transcoding ability mediates the relationship between visuospatial working memory and math in a language with inversion

Encoding “10ness” improves first-graders’ estimation of numerical magnitudes

Multiple skills underlie arithmetic performance: A large-scale structural equation modeling analysis

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