Non-symbolic addition performance correlates with mathematics achievement in a new sample, surviving controls for verbal intelligence and literacy (Experiment 2)¶
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Evidence · 1 study · associationalr2·q3
Currency · newest study 2010 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
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q3 i? In Experiment 2, non-symbolic addition performance correlated with mathematics achievement (r = .376), and the correlation remained after controlling for verbal intelligence and literacy achievement (r = .276). → Gilmore Camilla K. 2010
Evidence¶
Gilmore Camilla K. 2010¶
Gilmore Camilla K., McCarthy Shannon E., Spelke Elizabeth S. (2010). Non-symbolic arithmetic abilities and achievement in the first year of formal schooling in mathematics. Cognition. https://doi.org/10.1016/j.cognition.2010.02.002
q3 · i? · associational · r2
Experiment 2 gave 62 kindergarten children from a different lower-middle socioeconomic community a modified non-symbolic addition task with easier ratios, plus verbal and Arabic number knowledge tests, and end-of-year school tests of mathematics, reading (DIBELS) and verbal intelligence (PPVT-III).
"performance of non-symbolic addition again was correlated with academic achievement in mathematics (r = .376, df = 59, p =. 003; Figure 4b), and the correlation remained after controlling for verbal intelligence and achievement in literacy (r = .276, df = 57, p = .034)"
Discussion¶
Learner Variables¶
- Number Sense — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Non-symbolic addition performance does not differ by socioeconomic status, though wealthier children score higher on mathematics achievement tests — related
- Kindergarten children's non-symbolic addition performance correlates with end-of-year mathematics achievement, independent of literacy (Experiment 1) — possibly the same claim (merge candidate)
- Non-symbolic arithmetic performance correlates with children's mastery of number words and Arabic symbols (Experiment 2) — related
- Number sense measures are non-significant predictors of math once more robust predictors are included — reports the opposite
- ANS acuity correlates with later number sets fluency but does not emerge as a unique predictor once symbolic knowledge is controlled — reports the opposite
- Ratio-effect scores correlated with mathematics achievement in Experiment 1 but not in Experiment 2 with easier ratios — related
- Symbol mastery accounts for the association between non-symbolic arithmetic and school mathematics achievement in hierarchical regression — related
- Behavioral nonsymbolic numerosity acuity (RT and accuracy ratio effects) does not reliably predict formal math achievement in typical to high-achieving participants aged 6 to 34 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
nonsymbolic-addition-predicts-math-exp2 |
title |
Non-symbolic addition performance correlates with mathematics achievement in a new sample, surviving controls for verbal intelligence and literacy (Experiment 2) |
description |
Non-symbolic addition performance correlates with mathematics achievement in a new sample, surviving controls for verbal intelligence and literacy (Experiment 2) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — gilmore-camilla-k-2010 |
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