Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis.
Identifieur interne : 000172 ( PubMed/Checkpoint ); précédent : 000171; suivant : 000173Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis.
Auteurs : Michael Schneider [Allemagne] ; Kassandra Beeres [Allemagne] ; Leyla Coban [Allemagne] ; Simon Merz [Allemagne] ; S. Susan Schmidt [Allemagne] ; Johannes Stricker [Allemagne] ; Bert De Smedt [Belgique]Source :
- Developmental science [ 1467-7687 ] ; 2016.
Abstract
Many studies have investigated the association between numerical magnitude processing skills, as assessed by the numerical magnitude comparison task, and broader mathematical competence, e.g. counting, arithmetic, or algebra. Most correlations were positive but varied considerably in their strengths. It remains unclear whether and to what extent the strength of these associations differs systematically between non-symbolic and symbolic magnitude comparison tasks and whether age, magnitude comparison measures or mathematical competence measures are additional moderators. We investigated these questions by means of a meta-analysis. The literature search yielded 45 articles reporting 284 effect sizes found with 17,201 participants. Effect sizes were combined by means of a two-level random-effects regression model. The effect size was significantly higher for the symbolic (r = .302, 95% CI [.243, .361]) than for the non-symbolic (r = .241, 95% CI [.198, .284]) magnitude comparison task and decreased very slightly with age. The correlation was higher for solution rates and Weber fractions than for alternative measures of comparison proficiency. It was higher for mathematical competencies that rely more heavily on the processing of magnitudes (i.e. mental arithmetic and early mathematical abilities) than for others. The results support the view that magnitude processing is reliably associated with mathematical competence over the lifespan in a wide range of tasks, measures and mathematical subdomains. The association is stronger for symbolic than for non-symbolic numerical magnitude processing. So symbolic magnitude processing might be a more eligible candidate to be targeted by diagnostic screening instruments and interventions for school-aged children and for adults.
DOI: 10.1111/desc.12372
PubMed: 26768176
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Susan Schmidt</name><affiliation wicri:level="4"><nlm:affiliation>Department of Psychology, University of Trier, Germany.</nlm:affiliation><country xml:lang="fr">Allemagne</country><wicri:regionArea>Department of Psychology, University of Trier</wicri:regionArea><placeName><settlement type="city">Trèves (Allemagne)</settlement><region type="land" nuts="1">Rhénanie-Palatinat</region></placeName><orgName type="university">Université de Trèves</orgName></affiliation></author><author><name sortKey="Stricker, Johannes" sort="Stricker, Johannes" uniqKey="Stricker J" first="Johannes" last="Stricker">Johannes Stricker</name><affiliation wicri:level="4"><nlm:affiliation>Department of Psychology, University of Trier, Germany.</nlm:affiliation><country xml:lang="fr">Allemagne</country><wicri:regionArea>Department of Psychology, University of Trier</wicri:regionArea><placeName><settlement type="city">Trèves (Allemagne)</settlement><region type="land" nuts="1">Rhénanie-Palatinat</region></placeName><orgName type="university">Université de Trèves</orgName></affiliation></author><author><name sortKey="De Smedt, Bert" sort="De Smedt, Bert" uniqKey="De Smedt B" first="Bert" last="De Smedt">Bert De Smedt</name><affiliation wicri:level="1"><nlm:affiliation>Faculty of Psychology and Educational Sciences, Parenting and Special Education Research Group, KU Leuven, University of Leuven, Belgium.</nlm:affiliation><country xml:lang="fr">Belgique</country><wicri:regionArea>Faculty of Psychology and Educational Sciences, Parenting and Special Education Research Group, KU Leuven, University of Leuven</wicri:regionArea><wicri:noRegion>University of Leuven</wicri:noRegion></affiliation></author></analytic><series><title level="j">Developmental science</title><idno type="eISSN">1467-7687</idno><imprint><date when="2016" type="published">2016</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Many studies have investigated the association between numerical magnitude processing skills, as assessed by the numerical magnitude comparison task, and broader mathematical competence, e.g. counting, arithmetic, or algebra. Most correlations were positive but varied considerably in their strengths. It remains unclear whether and to what extent the strength of these associations differs systematically between non-symbolic and symbolic magnitude comparison tasks and whether age, magnitude comparison measures or mathematical competence measures are additional moderators. We investigated these questions by means of a meta-analysis. The literature search yielded 45 articles reporting 284 effect sizes found with 17,201 participants. Effect sizes were combined by means of a two-level random-effects regression model. The effect size was significantly higher for the symbolic (r = .302, 95% CI [.243, .361]) than for the non-symbolic (r = .241, 95% CI [.198, .284]) magnitude comparison task and decreased very slightly with age. The correlation was higher for solution rates and Weber fractions than for alternative measures of comparison proficiency. It was higher for mathematical competencies that rely more heavily on the processing of magnitudes (i.e. mental arithmetic and early mathematical abilities) than for others. The results support the view that magnitude processing is reliably associated with mathematical competence over the lifespan in a wide range of tasks, measures and mathematical subdomains. The association is stronger for symbolic than for non-symbolic numerical magnitude processing. So symbolic magnitude processing might be a more eligible candidate to be targeted by diagnostic screening instruments and interventions for school-aged children and for adults.</div></front></TEI><pubmed><MedlineCitation Status="Publisher" Owner="NLM"><PMID Version="1">26768176</PMID><DateCreated><Year>2016</Year><Month>01</Month><Day>15</Day></DateCreated><DateRevised><Year>2016</Year><Month>01</Month><Day>16</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1467-7687</ISSN><JournalIssue CitedMedium="Internet"><PubDate><Year>2016</Year><Month>Jan</Month><Day>14</Day></PubDate></JournalIssue><Title>Developmental science</Title><ISOAbbreviation>Dev Sci</ISOAbbreviation></Journal><ArticleTitle>Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis.</ArticleTitle><ELocationID EIdType="doi" ValidYN="Y">10.1111/desc.12372</ELocationID><Abstract><AbstractText NlmCategory="UNASSIGNED">Many studies have investigated the association between numerical magnitude processing skills, as assessed by the numerical magnitude comparison task, and broader mathematical competence, e.g. counting, arithmetic, or algebra. Most correlations were positive but varied considerably in their strengths. It remains unclear whether and to what extent the strength of these associations differs systematically between non-symbolic and symbolic magnitude comparison tasks and whether age, magnitude comparison measures or mathematical competence measures are additional moderators. We investigated these questions by means of a meta-analysis. The literature search yielded 45 articles reporting 284 effect sizes found with 17,201 participants. Effect sizes were combined by means of a two-level random-effects regression model. The effect size was significantly higher for the symbolic (r = .302, 95% CI [.243, .361]) than for the non-symbolic (r = .241, 95% CI [.198, .284]) magnitude comparison task and decreased very slightly with age. The correlation was higher for solution rates and Weber fractions than for alternative measures of comparison proficiency. It was higher for mathematical competencies that rely more heavily on the processing of magnitudes (i.e. mental arithmetic and early mathematical abilities) than for others. The results support the view that magnitude processing is reliably associated with mathematical competence over the lifespan in a wide range of tasks, measures and mathematical subdomains. The association is stronger for symbolic than for non-symbolic numerical magnitude processing. So symbolic magnitude processing might be a more eligible candidate to be targeted by diagnostic screening instruments and interventions for school-aged children and for adults.</AbstractText><CopyrightInformation>© 2016 John Wiley & Sons Ltd.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Schneider</LastName><ForeName>Michael</ForeName><Initials>M</Initials><AffiliationInfo><Affiliation>Department of Psychology, University of Trier, Germany.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Beeres</LastName><ForeName>Kassandra</ForeName><Initials>K</Initials><AffiliationInfo><Affiliation>Department of Psychology, University of Trier, Germany.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Coban</LastName><ForeName>Leyla</ForeName><Initials>L</Initials><AffiliationInfo><Affiliation>Department of Psychology, University of Trier, Germany.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Merz</LastName><ForeName>Simon</ForeName><Initials>S</Initials><AffiliationInfo><Affiliation>Department of Psychology, University of Trier, Germany.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Susan Schmidt</LastName><ForeName>S</ForeName><Initials>S</Initials><AffiliationInfo><Affiliation>Department of Psychology, University of Trier, Germany.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Stricker</LastName><ForeName>Johannes</ForeName><Initials>J</Initials><AffiliationInfo><Affiliation>Department of Psychology, University of Trier, Germany.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>De Smedt</LastName><ForeName>Bert</ForeName><Initials>B</Initials><AffiliationInfo><Affiliation>Faculty of Psychology and Educational Sciences, Parenting and Special Education Research Group, KU Leuven, University of Leuven, Belgium.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2016</Year><Month>01</Month><Day>14</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>Dev Sci</MedlineTA><NlmUniqueID>9814574</NlmUniqueID><ISSNLinking>1363-755X</ISSNLinking></MedlineJournalInfo></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2014</Year><Month>12</Month><Day>01</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2015</Year><Month>08</Month><Day>29</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2016</Year><Month>1</Month><Day>16</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2016</Year><Month>1</Month><Day>16</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2016</Year><Month>1</Month><Day>16</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate></History><PublicationStatus>aheadofprint</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">26768176</ArticleId><ArticleId IdType="doi">10.1111/desc.12372</ArticleId></ArticleIdList></PubmedData></pubmed><affiliations><list><country><li>Allemagne</li><li>Belgique</li></country><region><li>Rhénanie-Palatinat</li></region><settlement><li>Trèves (Allemagne)</li></settlement><orgName><li>Université de Trèves</li></orgName></list><tree><country name="Allemagne"><region name="Rhénanie-Palatinat"><name sortKey="Schneider, Michael" sort="Schneider, Michael" uniqKey="Schneider M" first="Michael" last="Schneider">Michael Schneider</name></region><name sortKey="Beeres, Kassandra" sort="Beeres, Kassandra" uniqKey="Beeres K" first="Kassandra" last="Beeres">Kassandra Beeres</name><name sortKey="Coban, Leyla" sort="Coban, Leyla" uniqKey="Coban L" first="Leyla" last="Coban">Leyla Coban</name><name sortKey="Merz, Simon" sort="Merz, Simon" uniqKey="Merz S" first="Simon" last="Merz">Simon Merz</name><name sortKey="Stricker, Johannes" sort="Stricker, Johannes" uniqKey="Stricker J" first="Johannes" last="Stricker">Johannes Stricker</name><name sortKey="Susan Schmidt, S" sort="Susan Schmidt, S" uniqKey="Susan Schmidt S" first="S" last="Susan Schmidt">S. Susan Schmidt</name></country><country name="Belgique"><noRegion><name sortKey="De Smedt, Bert" sort="De Smedt, Bert" uniqKey="De Smedt B" first="Bert" last="De Smedt">Bert De Smedt</name></noRegion></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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