Improving Preschoolers' Arithmetic through Number Magnitude Training: The Impact of Non-Symbolic and Symbolic Training.

ABSTRACT: The numerical cognition literature offers two views to explain numerical and arithmetical development. The unique-representation view considers the approximate number system (ANS) to represent the magnitude of both symbolic and non-symbolic numbers and to be the basis of numerical learning. In contrast, the dual-representation view suggests that symbolic and non-symbolic skills rely on different magnitude representations and that it is the ability to build an exact representation of symbolic numbers that underlies math learning. Support for these hypotheses has come mainly from correlative studies with inconsistent results. In this study, we developed two training programs aiming at enhancing the magnitude processing of either non-symbolic numbers or symbolic numbers and compared their eff

SUBMITTER: Honore N 

PROVIDER: S-EPMC5119778 | biostudies-literature | 2016

REPOSITORIES: biostudies-literature