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dc.contributor.authorMalone, Stephanie A
dc.contributor.authorHeron-Delaney, Michelle
dc.contributor.authorBurgoyne, Kelly
dc.contributor.authorHulme, Charles
dc.date.accessioned2020-02-07T04:07:34Z
dc.date.available2020-02-07T04:07:34Z
dc.date.issued2019
dc.identifier.issn0010-0277
dc.identifier.doi10.1016/j.cognition.2018.11.016
dc.identifier.urihttp://hdl.handle.net/10072/391211
dc.description.abstractAccording 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.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto9
dc.relation.ispartofjournalCognition
dc.relation.ispartofvolume187
dc.subject.fieldofresearchInformation and Computing Sciences
dc.subject.fieldofresearchPsychology and Cognitive Sciences
dc.subject.fieldofresearchLanguage, Communication and Culture
dc.subject.fieldofresearchcode08
dc.subject.fieldofresearchcode17
dc.subject.fieldofresearchcode20
dc.subject.keywordsSocial Sciences
dc.subject.keywordsPsychology, Experimental
dc.subject.keywordsPsychology
dc.subject.keywordsPaired-associated learning
dc.subject.keywordsTriple Code Model
dc.titleLearning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationMalone, 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.dateAccepted2018-11-13
dc.date.updated2020-02-07T04:05:53Z
gro.hasfulltextNo Full Text
gro.griffith.authorMalone, Stephanie


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