Nonsymbolic, approximate arithmetic in children: Abstract addition prior to instruction.

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Nonsymbolic, approximate arithmetic in children: Abstract addition prior to instruction.

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Title: Nonsymbolic, approximate arithmetic in children: Abstract addition prior to instruction.
Author: Barth, Hilary; Beckmann, Lacey; Spelke, Elizabeth S.

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

Citation: Barth, 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.
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Abstract: Do 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.
Published Version: doi:10.1037/a0013046
Other Sources: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3489021/
Terms of Use: This article is made available under the terms and conditions applicable to Other Posted Material, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#LAA
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:25715257
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