Core Multiplication in Childhood

DSpace/Manakin Repository

Core Multiplication in Childhood

Citable link to this page


Title: Core Multiplication in Childhood
Author: McCrink, Koleen; Spelke, Elizabeth S.

Note: Order does not necessarily reflect citation order of authors.

Citation: McCrink, Koleen, and Elizabeth S. Spelke. 2010. Core multiplication in childhood. Cognition 116(2): 204-216.
Full Text & Related Files:
Abstract: A dedicated, non-symbolic, system yielding imprecise representations of large quantities (approximate number system, or ANS) has been shown to support arithmetic calculations of addition and subtraction. In the present study, 5–7-year-old children without formal schooling in multiplication and division were given a task requiring a scalar transformation of large approximate numerosities, presented as arrays of objects. In different conditions, the required calculation was doubling, quadrupling, or increasing by a fractional factor (2.5). In all conditions, participants were able to represent the outcome of the transformation at above-chance levels, even on the earliest training trials. Their performance could not be explained by processes of repeated addition, and it showed the critical ratio signature of the ANS. These findings provide evidence for an untrained, intuitive process of calculating multiplicative numerical relationships, providing a further foundation for formal arithmetic instruction.
Published Version:
Other Sources:
Terms of Use: This article is made available under the terms and conditions applicable to Other Posted Material, as set forth at
Citable link to this page:
Downloads of this work:

Show full Dublin Core record

This item appears in the following Collection(s)


Search DASH

Advanced Search