Symbolic and non-symbolic distance effects in children and their connection with arithmetic skills

Abstract

The ability to compare numerical magnitudes is assumingly related to children’s arithmetic skills. The role of symbolic and non-symbolic number representations in this relationship is, however, still a matter of debate. To address this issue we assessed addition and subtraction skills of 8–10-year-old children ( n = 35) and asked them to compare numerical magnitudes of dot patterns and Arabic digits in different numerical ranges. Results revealed that the relationship between numerical magnitude comparisons and arithmetic skills is not restricted to symbolic stimuli, but that it can also be detected for non-symbolic dot patterns. The range of numerosities for which this relationship was found and the manner in which the magnitude comparison was related to arithmetic skills differed regarding the dots and digits. These findings highlight the role of both symbolic and non-symbolic number representations in the development of arithmetic skills and strengthen the view of different developmental trajectories underlying these representations.