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Rouder, Jeffrey N.; Geary, David C. – Developmental Science, 2014
Learning of the mathematical number line has been hypothesized to be dependent on an inherent sense of approximate quantity. Children's number line placements are predicted to conform to the underlying properties of this system; specifically, placements are exaggerated for small numerals and compressed for larger ones. Alternative hypotheses…
Descriptors: Numbers, Number Concepts, Cognitive Development, Child Development
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De Smedt, Bert; Taylor, Jessica; Archibald, Lisa; Ansari, Daniel – Developmental Science, 2010
While there is evidence for an association between the development of reading and arithmetic, the precise locus of this relationship remains to be determined. Findings from cognitive neuroscience research that point to shared neural correlates for phonological processing and arithmetic as well as recent behavioral evidence led to the present…
Descriptors: Phonology, Phonological Awareness, Short Term Memory, Reading Ability