Characteristic distance effects occur in both nonsymbolic and symbolic single-digit approximate addition¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Smaller numerical distance made comparison harder in both approximate tasks, validating the measures. → Xenidou-Dervou 2014
Evidence¶
Xenidou-Dervou 2014¶
Xenidou-Dervou, I., van der Schoot, M., & van Lieshout, E. C. D. M. (2015). Working memory and number line representations in single-digit addition: Approximate versus exact, nonsymbolic versus symbolic. Quarterly Journal of Experimental Psychology, 68(6), 1148–1167. doi:10.1080/17470218.2014.977303
q3 · i? · causal · r2
Preliminary validation analyses showed children performed above chance (nonsymbolic M = 81.72%, symbolic M = 74.68%) and "the characteristic distance effects were found for performance in both approximate tasks", replicating prior findings.
"the characteristic distance effects were found for performance in both approximate tasks: nonsymbolic, F(2, 204) = 39.0, p < .001, and symbolic F(2, 204) = 14.52, p < .001"
Discussion¶
Learner Variables¶
- Number Sense — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Kindergarteners perform significantly better in nonsymbolic than symbolic single-digit addition problem formats — related
- Symbolic approximate addition is predicted by nonsymbolic number line estimation, the VSSP and the CE, consistent with transcoding to the nonsymbolic code — related
- The visuospatial sketchpad is the best and only unique predictor of kindergarteners' nonsymbolic approximate addition — related
- Kindergarteners' performance does not differ between approximate and exact single-digit addition formats, and the two dimensions do not interact — related
- Children succeed at non-symbolic approximate addition above chance with a ratio effect, without relying on non-numerical strategies — related
- Accuracy on approximate addition decreases as ratio approaches 1, with a stronger ratio effect on the non-symbolic task — related
- Performance on the newly learned symbols shows canonical ratio effects, consistent with mapping novel symbols onto Approximate Magnitude System representations — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
distance-effect-single-digit-approximate-addition |
title |
Characteristic distance effects occur in both nonsymbolic and symbolic single-digit approximate addition |
description |
Characteristic distance effects occur in both nonsymbolic and symbolic single-digit approximate addition |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
recheck_by |
2020 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — xenidou-dervou-2014 |
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