Non-symbolic arithmetic performance correlates with children's mastery of number words and Arabic symbols (Experiment 2)¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2010 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Non-symbolic arithmetic performance correlated with verbal number knowledge and Arabic number knowledge (r = .370 and .351; combined r = .391), and the combined correlation survived correction for verbal intelligence and literacy (r = .313). → 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

In Experiment 2, verbal number knowledge was assessed by asking which of two verbally presented numbers was larger (16 trials) and Arabic number knowledge by naming shown numerals (16 trials); children showed mean accuracies of 80.3% (verbal) and 79.4% (Arabic).

"children’s non-symbolic arithmetic performance was correlated with their symbolic number knowledge (respectively, r = .370 and .351, p < .01; combined, r = .391, p = .002, all dfs = 60; Figure 4d), and again this correlation survived correction for verbal intelligence and literacy (combined r = .313, df = 57, p = .016)"

Discussion¶

Learner Variables¶

• Number Sense — predictor: learners who differ on it differ in outcomes
• Vocabulary — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Kindergarten children's non-symbolic addition performance correlates with end-of-year mathematics achievement, independent of literacy (Experiment 1) — related
• Non-symbolic addition performance correlates with mathematics achievement in a new sample, surviving controls for verbal intelligence and literacy (Experiment 2) — related
• Symbol mastery accounts for the association between non-symbolic arithmetic and school mathematics achievement in hierarchical regression — related
• Visuo-motor integration and Arabic-numeral knowledge also longitudinally predict kindergarten arithmetic — related
• ANS acuity correlates with later number sets fluency but does not emerge as a unique predictor once symbolic knowledge is controlled — related
• School-entry assessment of numerosity judgments and Arabic number knowledge may identify children at risk of arithmetic difficulties — related