dc.contributor.author | Malone, Stephanie A | |
dc.contributor.author | Heron-Delaney, Michelle | |
dc.contributor.author | Burgoyne, Kelly | |
dc.contributor.author | Hulme, Charles | |
dc.date.accessioned | 2020-02-07T04:07:34Z | |
dc.date.available | 2020-02-07T04:07:34Z | |
dc.date.issued | 2019 | |
dc.identifier.issn | 0010-0277 | |
dc.identifier.doi | 10.1016/j.cognition.2018.11.016 | |
dc.identifier.uri | http://hdl.handle.net/10072/391211 | |
dc.description.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. | |
dc.description.peerreviewed | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Elsevier | |
dc.relation.ispartofpagefrom | 1 | |
dc.relation.ispartofpageto | 9 | |
dc.relation.ispartofjournal | Cognition | |
dc.relation.ispartofvolume | 187 | |
dc.subject.fieldofresearch | Specialist studies in education | |
dc.subject.fieldofresearchcode | 3904 | |
dc.subject.keywords | Social Sciences | |
dc.subject.keywords | Psychology, Experimental | |
dc.subject.keywords | Psychology | |
dc.subject.keywords | Paired-associated learning | |
dc.subject.keywords | Triple Code Model | |
dc.title | Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dcterms.bibliographicCitation | Malone, SA; Heron-Delaney, M; Burgoyne, K; Hulme, C, Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development, Cognition, 2019, 187, pp. 1-9 | |
dcterms.dateAccepted | 2018-11-13 | |
dc.date.updated | 2020-02-07T04:05:53Z | |
gro.hasfulltext | No Full Text | |
gro.griffith.author | Malone, Stephanie | |