Making Sense of Number Words and Arabic Digits: Does Order Count More?

Francesco Sella; Daniela Lucangeli; Roi Cohen Kadosh; Marco Zorzi

doi:10.1111/cdev.13335

Making Sense of Number Words and Arabic Digits: Does Order Count More?

Francesco Sella, Daniela Lucangeli, Roi Cohen Kadosh, Marco Zorzi

Research output: Contribution to journal › Article › peer-review

16 Scopus citations

Abstract

The ability to choose the larger between two numbers reflects a mature understanding of the magnitude associated with numerical symbols. The present study explores how the knowledge of the number sequence and memory capacity (verbal and visuospatial) relate to number comparison skills while controlling for cardinal knowledge. Preschool children’s (N = 140, M_{age-in-months} = 58.9, range = 41–75) knowledge of the directional property of the counting list as well as the spatial mapping of digits on the visual line were assessed. The ability to order digits on the visual line mediated the relation between memory capacity and number comparison skills while controlling for cardinal knowledge. Beyond cardinality, the knowledge of the (spatial) order of numbers marks the understanding of the magnitude associated with numbers.

Original language	English
Pages (from-to)	1456-1470
Number of pages	15
Journal	Child Development
Volume	91
Issue number	5
DOIs	https://doi.org/10.1111/cdev.13335
State	Published - 1 Sep 2020
Externally published	Yes

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Education
Developmental and Educational Psychology

Access to Document

10.1111/cdev.13335

Cite this

@article{5f3e8a7cda5a4b7b8f22f55209d95438,

title = "Making Sense of Number Words and Arabic Digits: Does Order Count More?",

abstract = "The ability to choose the larger between two numbers reflects a mature understanding of the magnitude associated with numerical symbols. The present study explores how the knowledge of the number sequence and memory capacity (verbal and visuospatial) relate to number comparison skills while controlling for cardinal knowledge. Preschool children{\textquoteright}s (N = 140, Mage-in-months = 58.9, range = 41–75) knowledge of the directional property of the counting list as well as the spatial mapping of digits on the visual line were assessed. The ability to order digits on the visual line mediated the relation between memory capacity and number comparison skills while controlling for cardinal knowledge. Beyond cardinality, the knowledge of the (spatial) order of numbers marks the understanding of the magnitude associated with numbers.",

author = "Francesco Sella and Daniela Lucangeli and {Cohen Kadosh}, Roi and Marco Zorzi",

note = "Publisher Copyright: {\textcopyright} 2019 Society for Research in Child Development",

year = "2020",

month = sep,

day = "1",

doi = "10.1111/cdev.13335",

language = "English",

volume = "91",

pages = "1456--1470",

journal = "Child Development",

issn = "0009-3920",

publisher = "Wiley-Blackwell Publishing Ltd",

number = "5",

}

TY - JOUR

T1 - Making Sense of Number Words and Arabic Digits

T2 - Does Order Count More?

AU - Sella, Francesco

AU - Lucangeli, Daniela

AU - Cohen Kadosh, Roi

AU - Zorzi, Marco

PY - 2020/9/1

Y1 - 2020/9/1

N2 - The ability to choose the larger between two numbers reflects a mature understanding of the magnitude associated with numerical symbols. The present study explores how the knowledge of the number sequence and memory capacity (verbal and visuospatial) relate to number comparison skills while controlling for cardinal knowledge. Preschool children’s (N = 140, Mage-in-months = 58.9, range = 41–75) knowledge of the directional property of the counting list as well as the spatial mapping of digits on the visual line were assessed. The ability to order digits on the visual line mediated the relation between memory capacity and number comparison skills while controlling for cardinal knowledge. Beyond cardinality, the knowledge of the (spatial) order of numbers marks the understanding of the magnitude associated with numbers.

AB - The ability to choose the larger between two numbers reflects a mature understanding of the magnitude associated with numerical symbols. The present study explores how the knowledge of the number sequence and memory capacity (verbal and visuospatial) relate to number comparison skills while controlling for cardinal knowledge. Preschool children’s (N = 140, Mage-in-months = 58.9, range = 41–75) knowledge of the directional property of the counting list as well as the spatial mapping of digits on the visual line were assessed. The ability to order digits on the visual line mediated the relation between memory capacity and number comparison skills while controlling for cardinal knowledge. Beyond cardinality, the knowledge of the (spatial) order of numbers marks the understanding of the magnitude associated with numbers.

UR - http://www.scopus.com/inward/record.url?scp=85075438546&partnerID=8YFLogxK

U2 - 10.1111/cdev.13335

DO - 10.1111/cdev.13335

M3 - Article

C2 - 31724163

AN - SCOPUS:85075438546

SN - 0009-3920

VL - 91

SP - 1456

EP - 1470

JO - Child Development

JF - Child Development

IS - 5

ER -

Making Sense of Number Words and Arabic Digits: Does Order Count More?

Abstract

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this