Abstract
In this study, we aimed to compare developmental changes in nonsymbolic and symbolic magnitude representations across the elementary school years. For this aim, we used a four-wave longitudinal study with a one-year interval in schoolchildren in grades 1–4 in Russia and Kyrgyzstan (N = 490, mean age was 7.65 years at grade 1). The results of mixed-effects growth models revealed that growth in the precision of symbolic representation was larger than in the nonsymbolic representation. Moreover, growth in nonsymbolic representation was fully explained by growth in fluid intelligence (FI), visuospatial working memory (VSWM) and processing speed (PS). The analysis demonstrated that growth in nonsymbolic magnitude representation was significant only for pupils with a high level of FI and PS, whereas growth in precision of symbolic representation did not significantly vary across pupils with different levels of FI or VSWM.
Highlights
Humans are equipped with the ability to estimate numerosity in both symbolic and nonsymbolic formats
The results revealed that model with nonlinear growth and a random slope for the time variable fit the data better than the model with linear changes and a fixed slope
Previous studies have demonstrated that experience in formal education was associated with the growth in accuracy of both nonsymbolic and symbolic magnitude representations and that accuracy in symbolic representation improved to a greater extent than that in nonsymbolic representation [58]
Summary
Humans are equipped with the ability to estimate numerosity in both symbolic and nonsymbolic formats. The ability to estimate numerosity in nonsymbolic format implies the ability to compare, order, add or subtract quantities of object without using symbols (digits) or verbal forms (number words). The ability to process and manipulate numerosity without using symbols and counting is commonly referred to as the Approximate Number System (ANS) [1]. Studies of human infants have shown that 6-month-old babies are able to discriminate arrays of objects in cases in which the ratio between them is 1:2 [7, 8]. It was found that the ANS was not limited to visual stimulus and that infants were able to discriminate arrays of sounds [7, 9]. Discrimination of visual and audio stimulus revealed similar patterns of success and failures
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
