Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development
Journal article
Malone, Stephanie, Delaney, Michelle, Burgoyne, Kelly and Hulme, Charles. (2019). Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development. Cognition. 187, pp. 1 - 9. https://doi.org/10.1016/j.cognition.2018.11.016
Authors | Malone, Stephanie, Delaney, Michelle, Burgoyne, Kelly and Hulme, Charles |
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Abstract | 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. |
Keywords | Paired-associated learning; Triple Code Model; Approximate Number System (ANS); Arithmetic development; Numerical cognition; Non-symbolic magnitude judgment |
Year | 2019 |
Journal | Cognition |
Journal citation | 187, pp. 1 - 9 |
Publisher | Elsevier B.V. |
ISSN | 0010-0277 |
Digital Object Identifier (DOI) | https://doi.org/10.1016/j.cognition.2018.11.016 |
Scopus EID | 2-s2.0-85061733651 |
Page range | 1 - 9 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | File Access Level Controlled |
Place of publication | Netherlands |
Editors | R. Martin, M. Tsakiris and J. Wagemans |
https://acuresearchbank.acu.edu.au/item/86w8q/learning-correspondences-between-magnitudes-symbols-and-words-evidence-for-a-triple-code-model-of-arithmetic-development
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