Both non-symbolic and symbolic quantity processing are important for arithmetical computation but not for mathematical reasoning |
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| Authors: | Yiyun Zhang Chuansheng Chen Hang Liu Jiaxin Cui |
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| Affiliation: | 1. Advanced Technology Innovation Center for Future Education, Beijing Normal University, Beijing, People’s Republic of China;2. School of Psychology, Liaoning Normal University, Liaoning, People's Republic of China;3. State Key Laboratory of Cognitive Neuroscience and Learning &4. IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, People’s Republic of China;5. Siegler Center for Innovative Learning, Beijing Normal University, Beijing, People’s Republic of China;6. Department of Psychology and Social Behavior, University of California, Irvine, CA, USA;7. State Key Laboratory of Cognitive Neuroscience and Learning & |
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| Abstract: | This study investigated whether numerical processing was important for two types of mathematical competence: arithmetical computation and mathematical reasoning. Thousand eight hundred and fifty-seven Chinese primary school children in third through sixth grades took eight computerised tasks: numerical processing (numerosity comparison, digit comparison), arithmetical computation, number series completion, non-verbal matrix reasoning, mental rotation, choice reaction time, and word rhyming. Hierarchical regressions showed that both non-symbolic numerical processing (numerosity comparison) and symbolic numerical processing (digit comparison) were independent predictors of arithmetical computation but neither was a predictor of mathematical reasoning (assessed by number series completion). These findings suggest that the cognitive basis of mathematical performance varies depending on the type of mathematical competence measured. |
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| Keywords: | Approximate number system mathematical cognition arithmetical computation mathematical reasoning |
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