Symbolic processing mediates the relation between non-symbolic processing and later arithmetic performance

Sabrina Finke; H. Harald Freudenthaler; Karin Landerl

doi:10.3389/fpsyg.2020.00549

Symbolic processing mediates the relation between non-symbolic processing and later arithmetic performance

Sabrina Finke^*, H. Harald Freudenthaler, Karin Landerl

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

Abstract

The nature of the relation between non-symbolic and symbolic magnitude processing in the prediction of arithmetic remains a hotly debated subject. This longitudinal study examined whether the influence of non-symbolic magnitude processing on arithmetic is mediated by symbolic processing skills. A sample of 130 children with age-adequate (N = 73) or below-average (N = 57) achievement in early arithmetic was followed from the end of Grade 1 (mean age: 86.9 months) through the beginning of Grade 4. Symbolic comparison of one- and two-digit numbers serially mediated the effect of non-symbolic comparison on later arithmetic. These results support a developmental model in which non-symbolic processing provides a scaffold for single-digit processing, which in turn influences multi-digit processing and arithmetic. In conclusion, both non-symbolic and symbolic processing play an important role in the development of arithmetic during primary school and might be valuable long-term indicators for the early identification of children at risk for low achievement in arithmetic.

Original language	English
Article number	549
Pages (from-to)	1-10
Number of pages	10
Journal	Frontiers in Psychology
Volume	11
DOIs	https://doi.org/10.3389/fpsyg.2020.00549
Publication status	Published - 26 Mar 2020

Bibliographical note

Copyright the Author(s) 2020. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

numerical cognition
non-symbolic
symbolic
longitudinal
mediation

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title = "Symbolic processing mediates the relation between non-symbolic processing and later arithmetic performance",

abstract = "The nature of the relation between non-symbolic and symbolic magnitude processing in the prediction of arithmetic remains a hotly debated subject. This longitudinal study examined whether the influence of non-symbolic magnitude processing on arithmetic is mediated by symbolic processing skills. A sample of 130 children with age-adequate (N = 73) or below-average (N = 57) achievement in early arithmetic was followed from the end of Grade 1 (mean age: 86.9 months) through the beginning of Grade 4. Symbolic comparison of one- and two-digit numbers serially mediated the effect of non-symbolic comparison on later arithmetic. These results support a developmental model in which non-symbolic processing provides a scaffold for single-digit processing, which in turn influences multi-digit processing and arithmetic. In conclusion, both non-symbolic and symbolic processing play an important role in the development of arithmetic during primary school and might be valuable long-term indicators for the early identification of children at risk for low achievement in arithmetic.",

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