The developmental onset of symbolic approximation: beyond nonsymbolic representations, the language of numbers matters.

ABSTRACT: Symbolic (i.e., with Arabic numerals) approximate arithmetic with large numerosities is an important predictor of mathematics. It was previously evidenced to onset before formal schooling at the kindergarten age (Gilmore et al., 2007) and was assumed to map onto pre-existing nonsymbolic (i.e., abstract magnitudes) representations. With a longitudinal study (Experiment 1), we show, for the first time, that nonsymbolic and symbolic arithmetic demonstrate different developmental trajectories. In contrast to Gilmore et al.'s (2007) findings, Experiment 1 showed that symbolic arithmetic onsets in grade 1, with the start of formal schooling, not earlier. Gilmore et al. (2007) had examined English-speaking children, whereas we assessed a large Dutch-speaking sample. The Dutch language for numbers

SUBMITTER: Xenidou-Dervou I 

PROVIDER: S-EPMC4413728 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature