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Direct linkHaman, Maciej; Lipowska, Katarzyna – Developmental Science, 2021
People tend to underestimate subtraction and overestimate addition outcomes and to associate subtraction with the left side and addition with the right side. These two phenomena are collectively labeled 'operational momentum' (OM) and thought to have their origins in the same mechanism of 'moving attention along the mental number line'. OM in…
Descriptors: Preschool Children, Arithmetic, Attention, Spatial Ability
Caviola, Sara; Colling, Lincoln J.; Mammarella, Irene C.; Szucs, Dénes – Developmental Science, 2020
We determined the relative importance of the so-called approximate number system (ANS), symbolic number comparison (SNC) and verbal and spatial short-term and working memory (WM) capacity for mathematics achievement in 1,254 Grade 2, 4 and 6 children. The large sample size assured high power and low false report probability and allowed us to…
Descriptors: Elementary School Students, Number Systems, Short Term Memory, Mathematics Achievement
Patro, Katarzyna; Fischer, Ursula; Nuerk, Hans-Christoph; Cress, Ulrike – Developmental Science, 2016
Spatial processing of numbers has emerged as one of the basic properties of humans' mathematical thinking. However, how and when number-space relations develop is a highly contested issue. One dominant view has been that a link between numbers and left/right spatial directions is constructed based on directional experience associated with reading…
Descriptors: Preschool Children, Spatial Ability, Numbers, Cognitive Development
