Language influences on numerical development—Inversion effects on multi-digit number processing

Multi-digit Number Processing

10.1093/oxfordhb/9780199642342.013.021 ◽

2014 ◽

Cited By ~ 3

Author(s):

Hans-Christoph Nuerk ◽

Korbinian Moeller ◽

Klaus Willmes

Keyword(s):

Numerical Cognition ◽

Distance Effect ◽

Number Processing ◽

Place Value ◽

Digit Number ◽

Single Digit ◽

Numerical Development ◽

Conceptual Distinction ◽

Place Identification

Only recently the focus in numerical cognition research has considered multi-digit number processing as a relatively new and yet understudied domain in mathematical cognition. In this chapter: (i) we argue that single-digit number processing is not sufficient to understand multi-digit number processing; (ii) provide an overview on which representations and effects have been investigated for multi-digit numbers; (iii) suggest a conceptual distinction between place-identification, place-value activation, and place-value computation; (iv) identify language influences on multi-digit number processing along that conceptual distinction; and (v) argue that for numerical development indices of multi-digit number processing may be more suitable predictors of later arithmetical performance than classical single-digit measure such as the distance effect or non-numerical variables (e.g., working memory). In the final section, we summarize the important issues in multi-digit number processing, outline future directions and try to encourage readers to contribute to a new, exciting, yet understudied domain of numerical cognition.

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Exploring the developmental changes in automatic two-digit number processing

Journal of Experimental Child Psychology ◽

10.1016/j.jecp.2011.01.010 ◽

2011 ◽

Vol 109 (3) ◽

pp. 263-274 ◽

Cited By ~ 6

Author(s):

Winnie Wai Lan Chan ◽

Terry K. Au ◽

Joey Tang

Keyword(s):

Number Processing ◽

Developmental Changes ◽

Digit Number

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Two-digit number processing: holistic, decomposed or hybrid? A computational modelling approach

Psychological Research ◽

10.1007/s00426-010-0307-2 ◽

2010 ◽

Vol 75 (4) ◽

pp. 290-306 ◽

Cited By ~ 21

Author(s):

K. Moeller ◽

S. Huber ◽

H.-C. Nuerk ◽

K. Willmes

Keyword(s):

Computational Modelling ◽

Number Processing ◽

Digit Number ◽

Modelling Approach

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Multi-Digit Number Processing

Zeitschrift für Psychologie / Journal of Psychology ◽

10.1027/0044-3409.217.3.176 ◽

2009 ◽

Vol 217 (3) ◽

pp. 176-177

Author(s):

Hans-Christoph Nuerk ◽

Martin H. Fischer ◽

Klaus Willmes

Keyword(s):

Number Processing ◽

Digit Number

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Multi-Digit Number Processing

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000049 ◽

2011 ◽

Vol 219 (1) ◽

pp. 71-71

Keyword(s):

Postgraduate Education ◽

Number Processing ◽

Digit Number ◽

Short Contribution

This section contains a short contribution on Postgraduate Education for Dyscalculia Therapists

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What Accounts for Individual and Gender Differences in the Multi-Digit Number Processing of Primary School Children?

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000099 ◽

2012 ◽

Vol 220 (2) ◽

pp. 78-89 ◽

Cited By ~ 13

Author(s):

Helga Krinzinger ◽

Guilherme Wood ◽

Klaus Willmes

Keyword(s):

Gender Differences ◽

Primary School ◽

School Children ◽

Spatial Working Memory ◽

Number Processing ◽

Primary School Children ◽

Digit Number ◽

Visual Spatial ◽

Visual Spatial Working Memory ◽

And Gender

Gender differences in numerical domains have frequently been reported, but typically only from high-school age onwards. Recently, we found performance differences in favor of primary school boys in multi-digit number processing. Several underlying factors have been suggested to explain general differences in multi-digit number processing (such as visual-spatial working memory capacity), gender differences in mathematics (such as attitudes toward mathematics), and gender differences in multi-digit number processing (such as visual-spatial abilities). To date, no study has tested the concurrent impact of these factors on the development of multi-digit number processing in primary school children; thus, we applied structural equation modeling to a longitudinal dataset of 140 primary school children. Our main result was that gender exerted the strongest influence on multi-digit number processing, which was partly mediated by attitudes toward mathematics. Furthermore, general visual-spatial abilities (but not visual-spatial working memory) had a strong impact on individual differences in multi-digit number processing. These results are discussed in light of the psychobiosocial view.

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On the development of Arabic three-digit number processing in primary school children

Journal of Experimental Child Psychology ◽

10.1016/j.jecp.2012.08.002 ◽

2012 ◽

Vol 113 (4) ◽

pp. 594-601 ◽

Cited By ~ 10

Author(s):

Anne Mann ◽

Korbinian Moeller ◽

Silvia Pixner ◽

Liane Kaufmann ◽

Hans-Christoph Nuerk

Keyword(s):

Primary School ◽

School Children ◽

Number Processing ◽

Primary School Children ◽

Digit Number

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Pick the smaller number: No influence of linguistic markedness on three-digit number processing

10.31234/osf.io/nwg7p ◽

2020 ◽

Author(s):

Julia Bahnmueller ◽

Krzysztof Cipora ◽

Silke Melanie Goebel ◽

Hans-Christoph Nuerk ◽

Mojtaba Soltanlou

Keyword(s):

Standard Procedure ◽

Number Processing ◽

Task Instruction ◽

Comparison Task ◽

Digit Number ◽

Task Instructions ◽

Base Form ◽

Number Comparison ◽

English Speaking ◽

Underlying Processes

The symbolic number comparison task has been widely used to investigate the cognitive representation and underlying processes of multi-digit number processing. The standard procedure to establish numerical distance and compatibility effects in such number comparison paradigms usually entails asking participants to indicate the larger of two presented multi-digit Arabic numbers rather than to indicate the smaller number. In terms of linguistic markedness, this procedure includes the unmarked/base form in the task instruction (i.e., large). Here we evaluate distance and compatibility effects in a three-digit number comparison task observed in Bahnmueller et al. (2015) using a marked task instruction (i.e., ‘pick the smaller number’). Moreover, we aimed at clarifying whether the markedness of task instruction influences common numerical effects and especially componential processing as indexed by compatibility effects. We instructed German- and English-speaking adults (N=52) to indicate the smaller number in a three-digit number comparison task as opposed to indicating the larger number in Bahnmueller et al. (2015). We replicated standard effects of distance and compatibility in the new pick the smaller number experiment. Moreover, when comparing our findings to Bahnmueller et al. (2015), numerical effects did not differ significantly between the two studies as indicated by both frequentist and Bayesian analysis. Taken together our data suggest that distance and compatibility effects alongside componential processing of multi-digit numbers are rather robust against variations of linguistic markedness of task instructions.

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Pick the smaller number: No influence of linguistic markedness on three-digit number processing

Journal of Numerical Cognition ◽

10.5964/jnc.6057 ◽

2021 ◽

Vol 7 (3) ◽

pp. 295-307 ◽

Cited By ~ 2

Author(s):

Julia Bahnmueller ◽

Krzysztof Cipora ◽

Silke Melanie Göbel ◽

Hans-Christoph Nuerk ◽

Mojtaba Soltanlou

Keyword(s):

Standard Procedure ◽

Number Processing ◽

Task Instruction ◽

Comparison Task ◽

Digit Number ◽

Task Instructions ◽

Base Form ◽

Number Comparison ◽

English Speaking ◽

Underlying Processes

The symbolic number comparison task has been widely used to investigate the cognitive representation and underlying processes of multi-digit number processing. The standard procedure to establish numerical distance and compatibility effects in such number comparison paradigms usually entails asking participants to indicate the larger of two presented multi-digit Arabic numbers rather than to indicate the smaller number. In terms of linguistic markedness, this procedure includes the unmarked/base form in the task instruction (i.e., large). Here we evaluate distance and compatibility effects in a three-digit number comparison task observed in Bahnmueller et al. (2015, https://doi.org/10.3389/fpsyg.2015.01216) using a marked task instruction (i.e., ‘pick the smaller number’). Moreover, we aimed at clarifying whether the markedness of task instruction influences common numerical effects and especially componential processing as indexed by compatibility effects. We instructed German- and English-speaking adults (N = 52) to indicate the smaller number in a three-digit number comparison task as opposed to indicating the larger number in Bahnmueller et al. (2015). We replicated standard effects of distance and compatibility in the new pick the smaller number experiment. Moreover, when comparing our findings to Bahnmueller et al. (2015), numerical effects did not differ significantly between the two studies as indicated by both frequentist and Bayesian analysis. Taken together our data suggest that distance and compatibility effects alongside componential processing of multi-digit numbers are rather robust against variations of linguistic markedness of task instructions.

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