On the development of Arabic three-digit number processing in primary school children

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

doi:10.1016/j.jecp.2012.08.002

Cited by 24 publications

(28 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%

“…The compatibility effect indicates that multi-digit numbers are not processed holistically, but require adequate integration of the composite numerals and their place-value. Acquisition of the place-value system of Arabic numbers is an important step in the development of numerical competences (Mann et al, 2012). Accordingly, first evidence indicates that the compatibility effect is especially marked in young and unexperienced children (Landerl and Kölle, 2009; Pixner et al, 2009) and predicts later arithmetic skills (Moeller et al, 2011).…”

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confidence: 99%

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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%

mentioning

confidence: 99%

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

Landerl¹

2013

Front. Psychol.

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“…For children, Mann et al (2012) investigated the HDCE and HUCE in German-speaking students longitudinally from grade two to four observing the HUCE to increase with age. However, the HDCE did not reach significance for any grade level.…”

Section: Language Effects On Three-digit Number Processingmentioning

confidence: 99%

Language influences on numerical development—Inversion effects on multi-digit number processing

Klein¹,

Bahnmueller²,

Mann³

et al. 2013

Front. Psychol.

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In early numerical development, children have to become familiar with the Arabic number system and its place-value structure. The present review summarizes and discusses evidence for language influences on the acquisition of the highly transparent structuring principles of digital-Arabic digits by means of its moderation through the transparency of the respective language's number word system. In particular, the so-called inversion property (i.e., 24 named as “four and twenty” instead of “twenty four”) was found to influence number processing in children not only in verbal but also in non-verbal numerical tasks. Additionally, there is first evidence suggesting that inversion-related difficulties may influence numerical processing longitudinally. Generally, language-specific influences in children's numerical development are most pronounced for multi-digit numbers. Yet, there is currently only one study on three-digit number processing for German-speaking children. A direct comparison of additional new data from Italian-speaking children further corroborates the assumption that language impacts on cognitive (number) processing as inversion-related interference was found most pronounced for German-speaking children. In sum, we conclude that numerical development may not be language-specific but seems to be moderated by language.

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“…It has been found that early understanding of place-value structure at grade 1 could predict the arithmetic performance at grade 3 (Moeller, Pixner, Zuber, Kaufmann, & Nuerk, 2011). In another longitudinal study from grade 2 to grade 4, the hundred-distance effect and the unithundred compatibility effect showed an increasing trend with grade level, suggesting more and more parallel processing of different positions (Mann, Moeller, Pixner, Kaufmann, & Nuerk, 2012).…”

Section: The Development Of the Three Modulesmentioning

confidence: 99%

The Developmental Changes of Number Processing and Calculation Abilities in Chinese Primary School Students

Zhang

Zhao

et al. 2018

EURASIA J MATH SCI T

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Based on the 'triple-code' theory, the present study provided a comprehensive examination of the development of number processing and calculation abilities of Chinese primary school students. 310 children from grade 1 to grade 4 were assessed using the battery of number processing and calculation tests (NUCALC-R (Protocol)), covering tests of the Verbal, Visual Arabic and Analogue Magnitude Modules of the numerical abilities. The results showed that the three modules had different developmental trajectories from grade 1 to grade 4: the Verbal Module and Analog Module reached a plateau in grade 3, but the Visual Arabic Module improved gradually across the four grades. In addition, the subtests within each module also showed different developmental trajectories, demonstrating a rich profile of how the specific ways of representing and manipulating the numerals in a given module develop in the early school years.

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On the development of Arabic three-digit number processing in primary school children

Cited by 24 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

Language influences on numerical development—Inversion effects on multi-digit number processing

The Developmental Changes of Number Processing and Calculation Abilities in Chinese Primary School Students

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