The DOI matches its Crossref record; 40 of the 40 references it cites were found in a registry or an index.
Numerical Magnitude Representations Influence Arithmetic Learning
Open accessAbstract
This study examined whether the quality of first graders’ (mean age = 7.2 years) numerical magnitude representations is correlated with, predictive of, and causally related to their arithmetic learning. The children’s pretest numerical magnitude representations were found to be correlated with their pretest arithmetic knowledge and to be predictive of their learning of answers to unfamiliar arithmetic problems. The relation to learning of unfamiliar problems remained after controlling for prior arithmetic knowledge, short-term memory for numbers, and math achievement test scores. Moreover, presenting randomly chosen children with accurate visual representations of the magnitudes of addends and sums improved their learning of the answers to the problems. Thus, representations of numerical magnitude are both correlationally and causally related to arithmetic learning.
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Cites
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Self-citationDevelopment of Numerical Estimation in Young Children
Siegler, R. S., & Booth, J. L. (2004) · Child Development · doi:10.1111/j.1467-8624.2004.00684.x · Cited by 1,011
Self-citationLearning and Teaching With Understanding
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Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012) · Developmental Psychology · doi:10.1037/a0027433 · Cited by 554
Fazio, L. K., Bailey, D. H., Thompson, C. A., & Siegler, R. S. (2014) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2014.01.013 · Cited by 448
Self-citationSasanguie, D., Göbel, S. M., Moll, K., Smets, K., & Reynvoet, B. (2013) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2012.10.012 · Cited by 286
Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Hamlett, C. L., Seethaler, P. M., Bryant, J. D., & Schatschneider, C. (2010) · Developmental Psychology · doi:10.1037/a0020662 · Cited by 263
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Levine, S. C., Foley, A., Lourenco, S., Ehrlich, S., & Ratliff, K. (2016) · WIREs Cognitive Science · doi:10.1002/wcs.1380 · Cited by 209
Metadata
- Authors
- Booth, J. L., & Siegler, R. S.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2008-07-01
- Volume
- 79
- Issue
- 4
- Pages
- 1016-1031
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2160392095
- Cited by
- 601
- References
- 40
- FWCI
- 20.80
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
