Bulletin Autumn 2018

References for Numerical Symbols Count for Mathematical Success

by Rebecca Merkley and Daniel Ansari

Bradley, L., & Bryant, P. E. (1978). Difficulties in auditory organisation as a possible cause of reading backwardness. Nature 271, 764–747. http://doi.org/10.1038/ 271746a0

Bugden, S., & Ansari, D. (2011). Individual differences in children’s mathematical competence are related to the intentional but not automatic processing of Arabic numerals. Cognition, 118(1), 32–44. http://doi.org/10.1016/j.cognition. 2010.09.005

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Chu, F. W., vanMarle, K., & Geary, D. C. (2015). Early numerical foundations of young children’s mathematical development. Journal of Experimental Child Psychology, 132, 205–212. http://doi.org/10.1016/j.jecp.2015.01.006

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De Smedt, B., & Boets, B. (2010). Phonological processing and arithmetic fact retrieval: Evidence from developmental dyslexia. Neuropsychologia, 48(14), 3973–3981. http://doi.org/10.1016/j.neuropsychologia.2010.10.018

De Smedt, B., & Gilmore, C. K. (2011). Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties. Journal of Experimental Child Psychology, 108(2), 278–292. http://doi.org/10.1016/ j.jecp.2010.09.003

De Smedt, B., Taylor, J., Archibald, L., & Ansari, D. (2010). How is phonological processing related to individual differences in children’s arithmetic skills? Developmental Science, 13(3), 508–520. http://doi.org/10.1111/j.1467-7687. 2009.00897.x

Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., … & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446.

Holloway, I. D., & Ansari, D. (2009). Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s mathematics achievement. Journal of Experimental Child Psychology, 103(1), 17–29. http://doi. org/10.1016/j.jecp.2008.04.001

Hulme, C., & Snowling, M. J. (2013). Learning to read: What we know and what we need to understand better. Child Development Perspectives, 7(1), 1–5. http://doi. org/10.1111/cdep.12005

Jordan, N. C., Glutting, J., Ramineni C., & Watkins, M. W. (2010). Validating a number sense screening tool for use in kindergarten and first grade: Prediction of mathematics proficiency in third grade. School Psychology Review, 39(2), 181–195.

Landerl, K., Bevan, A., & Butterworth, B. (2004). Developmental dyscalculia and basic numerical capacities: A study of 8–9-year-old students. Cognition, 93(2), 99–125.

Landerl, K., Göbel, S. M., & Moll, K. (2013). Core deficit and individual manifestations of developmental dyscalculia (DD): The role of comorbidity. Trends in Neuroscience and Education, 2(2), 38–42.

LeFevre, J. A., Fast, L., Skwarchuk, S. L., Smith-Chant, B. L., Bisanz, J., Kamawar, D., & Penner-Wilger, M. (2010). Pathways to mathematics: Longitudinal predictors of performance. Child Development, 81(6), 1753–1767.

Lyons, I. M., & Ansari, D. (2015). Numerical order processing in children: From reversing the distance-effect to predicting arithmetic, 9(4), 207–221.

Lyons, I. M., Price, G. R., Vaessen, A., Blomert, L., & Ansari, D. (2014). Numerical predictors of arithmetic success in grades 1–6. Developmental Science, 17(5), 1–13. http://doi.org/10.1111/desc.12152

Mazzocco, M. M., Feigenson, L., & Halberda, J. (2011). Preschoolers’ precision of the approximate number system predicts later school mathematics performance. PLoS ONE, 6(9), e23749.

Merkley, R., & Ansari, D. (2016). Why numerical symbols count in the development of mathematical skills: Evidence from brain and behavior. Current Opinion in Behavioral Sciences, 10, 14–20. http://doi.org/10.1016/j.cobeha.2016.04.006

Mussolin, C., Mejias, S., & Noël, M. P. (2010). Symbolic and nonsymbolic number comparison in children with and without dyscalculia. Cognition, 115(1), 10–25.

Nosworthy, N., Bugden, S., Archibald, L., Evans, B., & Ansari, D. (2013). A two minute paper-and-pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children’s arithmetic competence. PloS ONE, 8(7), e67918. http://doi.org/10.1371/journal.pone.0067918

Purpura, D. J., Baroody, A. J., & Lonigan, C. J. (2013). The transition from informal to formal mathematical knowledge: Mediation by numeral knowledge. Journal of Educational Psychology, 105(2), 453–464. http://doi.org/10.1037/a0031753

Rousselle, L., & Noël, M.-P. (2007). Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non symbolic number magnitude processing. Cognition, 102(3), 361–395. http://doi.org/10.1016/ j.cognition.2006.01.005

Sella, F., Tressoldi, P., Lucangeli, D., & Zorzi, M. (2016). Training numerical skills with the adaptive videogame “The Number Race”: A randomized controlled trial on preschoolers. Trends in Neuroscience and Education, 5(1), 20–29. http://doi. org/10.1016/j.tine.2016.02.002