Neurocognitive start-up tools for symbolic number representations

Piazza, Manuela

doi:10.1016/j.tics.2010.09.008

Cited by 409 publications

(451 citation statements)

References 87 publications

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“…One view that has garnered considerable attention is that the AMS plays a crucial role as the foundation for and scaffold of the SNS (Dehaene, 1997(Dehaene, , 2008Feigenson et al, 2004Feigenson et al, , 2013Gallistel & Gelman, 2000;Piazza, 2010). In other words, the evolutionarily basic capacity, in the form of the AMS is thought to provide the critical foundation for the culturally acquired capacity (the SNS).…”

Section: Evolutionary and Cultural Factors In Numerical Cognitionmentioning

confidence: 99%

“…From the AMS→SNS perspective, one such suggestion is that approximate representations of quantity in fact serve as the semantic content of their symbolic counterparts (e.g., Feigenson et al, 2004Feigenson et al, , 2013Verguts & Fias, 2004;Piazza et al, 2007;Dehaene, 2008;Piazza, 2010). This view presupposes a strong link between the AMS and SNS more or less from the time one begins to acquire number symbols.…”

Section: Linking Symbolic and Nonsymbolic Numerical Processingmentioning

confidence: 99%

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Symbolic number skills predict growth in nonsymbolic number skills in kindergarteners.

Lyons

Bugden

Zheng³

et al. 2018

Developmental Psychology

111

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There is currently considerable discussion about the relative influences of evolutionary and cultural factors in the development of early numerical skills. In particular, there has been substantial debate and study of the relationship between approximate, nonverbal (approximate magnitude system, AMS) and exact, symbolic (symbolic number system, SNS) representations of number. Here we examined several hypotheses concerning whether, in the earliest stages of formal education, AMS abilities predict growth in SNS abilities, or the other way around. In addition to tasks involving symbolic (Arabic numerals) and non-symbolic (dot arrays) number comparisons, we also tested children's ability to translate between the two systems (i.e., mixed-format comparison). Our data included a sample of 539 Kindergarten children (mean=5.17yrs, SD=0.29yrs), with AMS, SNS and mixed comparison skills assessed at the beginning and end of the academic year. In this way, we provide, to the best of our knowledge, the most comprehensive test to date of the direction of influence between the AMS and SNS in early formal schooling. Results were more consistent with the view that SNS abilities at the beginning of Kindergarten lay the foundation for improvement in both AMS abilities and the ability to translate between the two systems. Importantly, we found no evidence to support the reverse. We conclude that, once one acquires a very basic grasp of exact number symbols, it is this understanding of exact number (and perhaps repeated practice therewith) that facilitates growth in the AMS. Though the precise mechanism remains to be understood, these data challenge the widely held view that the AMS scaffolds the acquisition of the SNS.

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Section: Evolutionary and Cultural Factors In Numerical Cognitionmentioning

confidence: 99%

Section: Linking Symbolic and Nonsymbolic Numerical Processingmentioning

confidence: 99%

Symbolic number skills predict growth in nonsymbolic number skills in kindergarteners.

Lyons

Bugden

Zheng³

et al. 2018

Developmental Psychology

111

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“…Nonetheless, kindergarteners appear to perform easily above chance level in addition tasks that call for an approximate response (Barth, La Mont, et al, 2006;Gilmore et al, 2007;2010). The literature assumes the existence of an evolutionary ancient system, the so-called Approximate Number System (ANS), with which humans and animals are enriched in order to estimate stimuli in nature (see Brannon, Jordan, & Jones, 2010;Feigenson et al, 2004;Piazza, 2010).…”

Section: Nonsymbolic and Symbolic Approximation Skillsmentioning

confidence: 99%

“…objects, dots, sounds), and symbolic (i.e., Arabic numbers) numerosities (e.g. Barth, La Mont, Lipton, Dehaene, Kanwisher, & Spelke, 2006;Gilmore, McCarthy, & Spelke, 2007;2010;Libertus, Feigenson, & Halberda, 2011). However, the differential role that nonsymbolic and symbolic approximate magnitude skills play in the early development of children's math proficiency and deficiency is an ongoing discussion in the literature (e.g.…”

Section: Introductionmentioning

confidence: 99%

Individual differences in kindergarten math achievement: The integrative roles of approximation skills and working memory

Xenidou-Dervou¹,

Smedt

Schoot³

et al. 2013

Learning and Individual Differences

103

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“…There is strong evidence that the core processes of categorical (Butterworth 1998;Carey 2009), quantitative (Dehaene 1997;Piazza 2010;Sloutsky and Fisher 2011), causal (Haun et al 2010;Keil 2011), spatial (Haun et al 2010), and social (Molenbergs et al 2009;Rizzolatti and Craighero 2004) thought are present in the first weeks of life. The engagement of core operators with their respective aspects of the environment generates representations that provide the behavioral or mental analogues of the basic laws of physics, biology, and psychology.…”

Section: Emergence Of Representationsmentioning

confidence: 99%

Educating the Developing Mind: Towards an Overarching Paradigm

Δημητρίου

Spanoudis

Mouyi³

2011

Educ Psychol Rev

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This essay first summarizes an overarching theory of cognitive organization and development. This theory claims that the human mind involves (1) several specialized structural systems dealing with different domains of relations in the environment, (2) a central representational capacity system, (3) general inferential processes, and (4) consciousness. These systems interact dynamically during development so that changes in each are related to changes in others. The changes in all systems and the change mechanisms are described. This theory integrates research and theorizing from cognitive, developmental, and differential psychology. Based on this theory, a model for education is proposed that specifies, first, educational priorities for different phases of development according to the cognitive developmental milestones associated with each phase. The theory also specifies how education can educate students to (1) construct mental models for the sake of conceptual change, (2) use their central representational capacity efficiently, (3) advance analogical and deductive reasoning, (4) learn how to learn, and (5) become critical and creative thinkers. The theory is offered as an overarching paradigm for the architecture, the development, and the education of the human mind.

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Neurocognitive start-up tools for symbolic number representations

Cited by 409 publications

References 87 publications

Symbolic number skills predict growth in nonsymbolic number skills in kindergarteners.

Symbolic number skills predict growth in nonsymbolic number skills in kindergarteners.

Individual differences in kindergarten math achievement: The integrative roles of approximation skills and working memory

Educating the Developing Mind: Towards an Overarching Paradigm

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