Nonsymbolic, approximate arithmetic in children: Abstract addition prior to instruction.
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CitationBarth, Hilary, Lacey Beckmann, and Elizabeth S. Spelke. 2008. “Nonsymbolic, Approximate Arithmetic in Children: Abstract Addition Prior to Instruction.” Developmental Psychology 44 (5): 1466–1477. doi:10.1037/a0013046.
AbstractDo children draw upon abstract representations of number when they perform approximate arithmetic operations? In this study, kindergarten children viewed animations suggesting addition of a sequence of sounds to an array of dots, and they compared the sum to a second dot array that differed from the sum by one of three ratios. Children performed this task successfully with all the signatures of adults’ nonsymbolic
number representations: accuracy modulated by the ratio of the sum and the comparison quantity, equal performance for within- and cross-modality tasks and for addition and comparison tasks, and performance superior to that of a matched subtraction task. The findings provide clear evidence for nonsymbolic numerical operations on abstract numerical quantities in children who have not yet been taught formal arithmetic.
Citable link to this pagehttp://nrs.harvard.edu/urn-3:HUL.InstRepos:25715257
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