Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development
According to the Triple Code Model, early arithmetic development depends on learning the mappings between non-verbal representations of magnitude (quantity) and symbolic verbal (number words) and visual (Arabic numerals) representations of number. We examined this hypothesis in a sample of 166 4- to...
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| Veröffentlicht in: | Cognition 2019-06, Vol.187 (NA), p.1-9 |
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| container_title | Cognition |
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| creator | Malone, Stephanie A. Heron-Delaney, Michelle Burgoyne, Kelly Hulme, Charles |
| description | According to the Triple Code Model, early arithmetic development depends on learning the mappings between non-verbal representations of magnitude (quantity) and symbolic verbal (number words) and visual (Arabic numerals) representations of number. We examined this hypothesis in a sample of 166 4- to 7-year old children. Children completed 4 paired-associate learning tasks and a broad range of measures assessing early numerical (symbolic and non-symbolic magnitude comparison, digit writing, arithmetic) and reading skills (letter-sound knowledge, phoneme awareness, rapid automatized naming, word reading). A path model showed that paired-associate learning tasks involving mapping magnitudes onto verbal or visual stimuli predicted arithmetic performance over and above other well-established predictors. This relationship was specific to arithmetic and, consistent with the Triple Code Model, highlights that mapping between non-symbolic magnitude representations and the corresponding symbolic forms (verbal and visual) is important to the development of arithmetic skills. |
| doi_str_mv | 10.1016/j.cognition.2018.11.016 |
| format | Article |
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All rights reserved.</rights><rights>Copyright Elsevier Science Ltd. 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| language | eng |
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| source | Elsevier ScienceDirect Journals Complete |
| subjects | Approximate Number System (ANS) Arithmetic Arithmetic development Associative learning Children Language Learning Magnitude Mapping Mathematics Naming Non-symbolic magnitude judgment Numbers Numerical cognition Paired-associated learning Symbols Task performance Triple Code Model Verbal communication Visual stimuli |
| title | Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development |
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