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Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development
Malone, Stephanie Delaney, Michelle Burgoyne, Kelly Hulme, Charles
Malone, Stephanie
Delaney, Michelle
Burgoyne, Kelly
Hulme, Charles
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
Date
2019
Type
Journal article
Journal
Cognition
Book
Volume
187
Issue
Page Range
1-9
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Institute for Learning Sciences and Teacher Education (ILSTE)
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Open Access Status
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File Access
Controlled