The Hierarchical Symbol Integration Model of Individual Differences in Mathematical Skill
Abstract: Symbolic number knowledge is strongly related to mathematical performance for both children and adults. We present a model of symbolic number relations in which increasing skill is a function of hierarchical integration of symbolic associations. We tested the model by contrasting the performance of two groups of adults. One group was educated in China (n = 71) and had substantially higher levels of mathematical skill compared to the other group who was educated in Canada (n = 68). Both groups completed a variety of symbolic number tasks, including measures of cardinal number knowledge (number comparisons), ordinal number knowledge (ordinal judgments) and arithmetic fluency, as well as other mathematical measures, including number line estimation, fraction/algebra arithmetic and word problem solving. We hypothesized that Chinese-educated individuals, whose mathematical experiences include a strong emphasis on acquiring fluent access to symbolic associations among numbers, would show.... https://jnc.psychopen.eu/index.php/jnc/article/view/5865
- Standort
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Deutsche Nationalbibliothek Frankfurt am Main
- Umfang
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Online-Ressource
- Sprache
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Englisch
- Erschienen in
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The Hierarchical Symbol Integration Model of Individual Differences in Mathematical Skill ; volume:5 ; number:3 ; day:20 ; month:12 ; year:2019
Journal of numerical cognition ; 5, Heft 3 (20.12.2019)
- Urheber
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Xu, Chang
Gu, Feng
Newman, Katherine
LeFevre, Jo-Anne
- DOI
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10.5964/jnc.v5i3.140
- URN
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urn:nbn:de:101:1-2021032004133728575163
- Rechteinformation
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Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Letzte Aktualisierung
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15.08.2025, 07:35 MESZ
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Beteiligte
- Xu, Chang
- Gu, Feng
- Newman, Katherine
- LeFevre, Jo-Anne
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