Fourth graders' multiplication fact solving speed correlates significantly with both symbolic and nonsymbolic magnitude comparison speed¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2016 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Children faster at comparing symbolic and nonsymbolic magnitudes are also faster at solving multiplication fact problems, with correlations remaining significant after controlling for general reaction time. → Schleepen TMJ 2016

Evidence¶

Schleepen TMJ 2016¶

Schleepen TMJ, Van Mier HI, De Smedt B (2016) The Contribution of Numerical Magnitude Comparison and Phonological Processing to Individual Differences in Fourth Graders' Multiplication Fact Ability. PLoS ONE 11(6): e0158335. https://doi.org/10.1371/journal.pone.0158335

q3 · i? · associational · r2

Correlational analysis (N = 63 fourth graders) with FDR correction found that children who were faster in processing symbolic and nonsymbolic magnitudes were also faster at multiplication facts; "These correlations remained significant after controlling for general reaction time (rs > .43, p < .01, uncorrected p-value)" and after FDR correction.

"Significant positive correlations were found between the overall reaction time of both the symbolic and nonsymbolic magnitude comparison task and the speed of solving multiplication fact problems."

Discussion¶

Learner Variables¶

• Arithmetic Fact Retrieval — outcome: instruction changes it
• Number Sense — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The association between nonsymbolic magnitude comparison and multiplication facts is similar across trial types (OTS/ANS range and congruency), and the symbolic comparison association is similar across numerical distances — related
• Both numerical magnitude processing tasks correlate positively with arithmetic fact retrieval, more strongly for symbolic — related
• Symbolic magnitude comparison contributes more unique variance to fourth graders' multiplication fact performance than nonsymbolic magnitude comparison — related
• Numerical magnitude comparison explains significant unique variance in multiplication fact performance over and above phonological processing, intellectual ability, and general reaction time — related
• Fourth graders show the typical problem-size effect in multiplication, with slower and less accurate responses to large than small problems — related
• Numerical magnitude processing is significantly associated with children's mental multi-digit subtraction performance, controlling for intellectual ability and motor speed — related
• Inhibition does not uniquely predict arithmetic fact retrieval above numerical magnitude processing — related