Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years.

What are the cognitive mechanisms supporting non-symbolic and symbolic order processing? Preliminary evidence suggests that non-symbolic and symbolic order processing are partly distinct constructs. The precise mechanisms supporting these skills, however, are still unclear. Moreover, predictive patt...

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Autores principales:	Sabrina Finke, Chiara Banfi, H Harald Freudenthaler, Anna F Steiner, Stephan E Vogel, Silke M Göbel, Karin Landerl
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/4042cc17f8ae42eb84f63756ae3845a5
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spelling	oai:doaj.org-article:4042cc17f8ae42eb84f63756ae3845a52021-12-02T20:16:37ZCommon and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years.1932-620310.1371/journal.pone.0258847https://doaj.org/article/4042cc17f8ae42eb84f63756ae3845a52021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0258847https://doaj.org/toc/1932-6203What are the cognitive mechanisms supporting non-symbolic and symbolic order processing? Preliminary evidence suggests that non-symbolic and symbolic order processing are partly distinct constructs. The precise mechanisms supporting these skills, however, are still unclear. Moreover, predictive patterns may undergo dynamic developmental changes during the first years of formal schooling. This study investigates the contribution of theoretically relevant constructs (non-symbolic and symbolic magnitude comparison, counting and storage and manipulation components of verbal and visuo-spatial working memory) to performance and developmental change in non-symbolic and symbolic numerical order processing. We followed 157 children longitudinally from Grade 1 to 3. In the order judgement tasks, children decided whether or not triplets of dots or digits were arranged in numerically ascending order. Non-symbolic magnitude comparison and visuo-spatial manipulation were significant predictors of initial performance in both non-symbolic and symbolic ordering. In line with our expectations, counting skills contributed additional variance to the prediction of symbolic, but not of non-symbolic ordering. Developmental change in ordering performance from Grade 1 to 2 was predicted by symbolic comparison skills and visuo-spatial manipulation. None of the predictors explained variance in developmental change from Grade 2 to 3. Taken together, the present results provide robust evidence for a general involvement of pair-wise magnitude comparison and visuo-spatial manipulation in numerical ordering, irrespective of the number format. Importantly, counting-based mechanisms appear to be a unique predictor of symbolic ordering. We thus conclude that there is only a partial overlap of the cognitive mechanisms underlying non-symbolic and symbolic order processing.Sabrina FinkeChiara BanfiH Harald FreudenthalerAnna F SteinerStephan E VogelSilke M GöbelKarin LanderlPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 10, p e0258847 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Sabrina Finke Chiara Banfi H Harald Freudenthaler Anna F Steiner Stephan E Vogel Silke M Göbel Karin Landerl Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years.
description	What are the cognitive mechanisms supporting non-symbolic and symbolic order processing? Preliminary evidence suggests that non-symbolic and symbolic order processing are partly distinct constructs. The precise mechanisms supporting these skills, however, are still unclear. Moreover, predictive patterns may undergo dynamic developmental changes during the first years of formal schooling. This study investigates the contribution of theoretically relevant constructs (non-symbolic and symbolic magnitude comparison, counting and storage and manipulation components of verbal and visuo-spatial working memory) to performance and developmental change in non-symbolic and symbolic numerical order processing. We followed 157 children longitudinally from Grade 1 to 3. In the order judgement tasks, children decided whether or not triplets of dots or digits were arranged in numerically ascending order. Non-symbolic magnitude comparison and visuo-spatial manipulation were significant predictors of initial performance in both non-symbolic and symbolic ordering. In line with our expectations, counting skills contributed additional variance to the prediction of symbolic, but not of non-symbolic ordering. Developmental change in ordering performance from Grade 1 to 2 was predicted by symbolic comparison skills and visuo-spatial manipulation. None of the predictors explained variance in developmental change from Grade 2 to 3. Taken together, the present results provide robust evidence for a general involvement of pair-wise magnitude comparison and visuo-spatial manipulation in numerical ordering, irrespective of the number format. Importantly, counting-based mechanisms appear to be a unique predictor of symbolic ordering. We thus conclude that there is only a partial overlap of the cognitive mechanisms underlying non-symbolic and symbolic order processing.
format	article
author	Sabrina Finke Chiara Banfi H Harald Freudenthaler Anna F Steiner Stephan E Vogel Silke M Göbel Karin Landerl
author_facet	Sabrina Finke Chiara Banfi H Harald Freudenthaler Anna F Steiner Stephan E Vogel Silke M Göbel Karin Landerl
author_sort	Sabrina Finke
title	Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years.
title_short	Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years.
title_full	Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years.
title_fullStr	Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years.
title_full_unstemmed	Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years.
title_sort	common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/4042cc17f8ae42eb84f63756ae3845a5
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_version_	1718374464706576384

Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years.

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