Subitizing and counting in typical and atypical development

Schleifer, Patrick; Landerl, Karin

doi:10.1111/j.1467-7687.2010.00976.x

Cited by 134 publications

(133 citation statements)

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“…Indeed, other studies have emphasized the roles of other early numerical competencies, such as counting (Geary et al, 1992;Reeve et al, 2012), subitizing (Schleifer & Landerl, 2011), spontaneous focusing on numbers (Hannula & Lehtinen, 2005) and number line estimation (Booth & Siegler, 2008). Future studies should carefully investigate how these early numerical competencies are related to symbolic number comparison and to each other and how each of these variables uniquely predicts subsequent mathematics achievement in school.…”

Section: Discussionmentioning

confidence: 97%

Symbolic magnitude processing in elementary school children: A group administered paper-and-pencil measure (SYMP Test)

2016

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The ability to compare symbolic numerical magnitudes correlates with children's concurrent and future mathematics achievement. We developed and evaluated a quick timed paper-and-pencil measure that can easily be used, for example in large-scale research, in which children have to cross out the numerically larger of two Arabic one-and two-digit numbers (SYMP Test). We investigated performance on this test in 1,588 primary school children (Grades 1-6) and examined in each grade its associations with mathematics achievement. The SYMP Test had satisfactory test-retest reliability. The SYMP Test showed significant and stable correlations with mathematics achievement for both one-digit and two-digit comparison, across all grades. This replicates the previously observed association between symbolic numerical magnitude processing and mathematics achievement, but extends it by showing that the association is observed in all grades in primary education and occurs for single-as well as multi-digit processing. Children with mathematical learning difficulties performed significantly lower on one-digit comparison and two-digit comparison in all grades. This all suggests satisfactory construct and criterionrelated validity of the SYMP Test, which can be used in research, when performing large-scale (intervention) studies, and by practitioners, as screening measure to identify children at risk for mathematical difficulties or dyscalculia.

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Section: Discussionmentioning

confidence: 97%

Symbolic magnitude processing in elementary school children: A group administered paper-and-pencil measure (SYMP Test)

2016

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“…Weak subitising has been associated with mathematical difficulties (Fischer, Gebhardt, & Hartnegg, 2008;Landerl, Bevan, & Butterworth, 2004;Schleifer & Landerl, 2011). Furthermore, experimental evidence suggests that subitising skills support children's early understanding of the cardinal value of small number words (Benoit, Lehalle, & Jouen, 2004) and subitising efficiency has been shown to have a concurrent relationship with non-verbal calculation (LeFevre et al, 2010).…”

Section: The Approximate Number System (Ans)mentioning

confidence: 99%

Identifying the cognitive predictors of early counting and calculation skills: Evidence from a longitudinal study

Soto-Calvo

Simmons

Willis

et al. 2015

Journal of Experimental Child Psychology

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The extent that phonological, visual-spatial STM and non-symbolic quantitative skills support the development of counting and calculation skills was examined in this 14-month longitudinal study of 125 children. Initial assessments were made when the children were 4:8. Phonological awareness, visual-spatial STM and non-symbolic approximate discrimination predicted growth in early calculation skills. These results suggest that both the approximate number system and domain-general phonological and visual-spatial skills support early calculation. In contrast, only performance on a small non-symbolic quantity discrimination task (where the presented quantities were always within the subitising range) predicted growth in cardinal counting skills.These results suggest that the development of counting and calculation are supported by different cognitive abilities.

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“…Furthermore, data that confirm the assumption that subitizing deficits may be involved in the development of mathematical learning disabilities are sparse (Mandler and Shebo, 1982;Moeller et al, 2009;Schleifer and Landerl, 2011;van der Sluis et al, 2004; for a discussion, see Rubinsten and Henik, 2009). The current data do not support accounts that link subitizing deficits to impaired number processing, but rather support Piazza's (2010) account of an involvement of the analogue magnitude processing system in the development of higher-level mathematical skills.…”

Section: A C C E P T E D Accepted Manuscriptmentioning

confidence: 99%

An electrophysiological investigation of non-symbolic magnitude processing: Numerical distance effects in children with and without mathematical learning disabilities

Heine

Wißmann

Tamm

et al. 2013

Cortex

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IntroductionThe aim of the present study was to probe electrophysiological effects of nonsymbolic numerical processing in 20 children with mathematical learning disabilities (mean age = 99.2 months) compared to a group of 20 typically developing matched controls (mean age = 98.4 months). MethodsEEG data were obtained while children were tested with a standard non-symbolic numerical comparison paradigm that allowed us to investigate the effects of numerical distance manipulations for different set sizes, i.e. the classical subitizing, counting and estimation ranges. Effects of numerical distance manipulations on ERP amplitudes as well as activation patterns of underlying current sources were analyzed. ResultsIn typically developing children, the amplitudes of a late parietal positive-going ERP component showed systematic numerical distance effects that did not depend on set size. For the group of children with mathematical learning disabilities, ERP distance effects were found only for stimuli within the subitizing range. Current source density analysis of distancerelated group effects suggested that areas in right inferior parietal regions are involved in the generation of the parietal ERP amplitude differences. ConclusionOur results suggest that right inferior parietal regions are recruited differentially by controls compared to children with mathematical learning disabilities in response to non-symbolic numerical magnitude processing tasks, but only for stimuli with set sizes that exceed the subitizing range.

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Subitizing and counting in typical and atypical development

Cited by 134 publications

References 50 publications

Symbolic magnitude processing in elementary school children: A group administered paper-and-pencil measure (SYMP Test)

Symbolic magnitude processing in elementary school children: A group administered paper-and-pencil measure (SYMP Test)

Identifying the cognitive predictors of early counting and calculation skills: Evidence from a longitudinal study

An electrophysiological investigation of non-symbolic magnitude processing: Numerical distance effects in children with and without mathematical learning disabilities

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