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Relevant bibliographies by topics / Symbolic comparison

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Journal articles

Academic literature on the topic 'Symbolic comparison'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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Journal articles on the topic "Symbolic comparison"

1

Masson, Nicolas, Mauro Pesenti, and Valérie Dormal. "Spatial bias in symbolic and non-symbolic numerical comparison in neglect." Neuropsychologia 51, no. 10 (2013): 1925–32. http://dx.doi.org/10.1016/j.neuropsychologia.2013.06.004.

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Pollack, Courtney, Eric D. Wilkey, and Gavin R. Price. "Predictors of middle school students’ growth in symbolic number comparison performance." Journal of Numerical Cognition 8, no. 1 (2022): 53–72. http://dx.doi.org/10.5964/jnc.8069.

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The ability to efficiently compare number symbols, such as digits, is associated with mathematics competence across the lifespan. Performance on symbolic number comparison tasks differ across age groups; young students who are developing fluency with digits improve on symbolic number comparison, and performance is better in adults than children. However, whether this improvement continues for older students who are fluent with number symbols, and what cognitive factors relate to this improvement, is unknown. This study used a longitudinal sample of U.S. middle school students (n = 394) to exam

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3

Scalise, Nicole R., Emily N. Daubert, and Geetha B. Ramani. "Narrowing the early mathematics gap: A play-based intervention to promote low-income preschoolers’ number skills." Journal of Numerical Cognition 3, no. 3 (2018): 559–81. http://dx.doi.org/10.5964/jnc.v3i3.72.

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Preschoolers from low-income households lag behind preschoolers from middle-income households on numerical skills that underlie later mathematics achievement. However, it is unknown whether these gaps exist on parallel measures of symbolic and non-symbolic numerical skills. Experiment 1 indicated preschoolers from low-income backgrounds were less accurate than peers from middle-income backgrounds on a measure of symbolic magnitude comparison, but they performed equivalently on a measure of non-symbolic magnitude comparison. This suggests activities linking non-symbolic and symbolic number repr

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4

Laino, Luigi. "Man and Future: a Palaeontological and Chronological Foundation of Cassirer's Definition of Man as Animal Symbolicum." ETHICS IN PROGRESS 8, no. 1 (2017): 12–40. http://dx.doi.org/10.14746/eip.2017.1.2.

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In the present paper, the author aims at laying the foundations of a symbolics of technical gesture, according to the thesis that symbolic faculty is another face of the technological one, and that they are both in truth two sides of the same coin. Accordingly, the author suggests to rename the whole dimension as “meta-environmentality”. The analysis is carried out on the basis of a specific comparison between Cassirer’s definition of “animal symbolicum” and its scientific consistence in the light of modern palaeontology. “Animal symbolicum” is here compared with Leroi-Gourhan’s homo technolog

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5

Opfer, John E., Dan Kim, Lisa K. Fazio, Xinlin Zhou, and Robert S. Siegler. "Cognitive mediators of US—China differences in early symbolic arithmetic." PLOS ONE 16, no. 8 (2021): e0255283. http://dx.doi.org/10.1371/journal.pone.0255283.

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Chinese children routinely outperform American peers in standardized tests of mathematics knowledge. To examine mediators of this effect, 95 Chinese and US 5-year-olds completed a test of overall symbolic arithmetic, an IQ subtest, and three tests each of symbolic and non-symbolic numerical magnitude knowledge (magnitude comparison, approximate addition, and number-line estimation). Overall Chinese children performed better in symbolic arithmetic than US children, and all measures of IQ and number knowledge predicted overall symbolic arithmetic. Chinese children were more accurate than US peer

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6

Finke, Sabrina, Chiara Banfi, H. Harald Freudenthaler, et al. "Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years." PLOS ONE 16, no. 10 (2021): e0258847. http://dx.doi.org/10.1371/journal.pone.0258847.

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What are the cognitive mechanisms supporting non-symbolic and symbolic order processing? Preliminary evidence suggests that non-symbolic and symbolic order processing are partly distinct constructs. The precise mechanisms supporting these skills, however, are still unclear. Moreover, predictive patterns may undergo dynamic developmental changes during the first years of formal schooling. This study investigates the contribution of theoretically relevant constructs (non-symbolic and symbolic magnitude comparison, counting and storage and manipulation components of verbal and visuo-spatial worki

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7

Kovács, Zoltán, and Róbert Vajda. "Symbolic Comparison of Geometric Quantities in GeoGebra." Electronic Proceedings in Theoretical Computer Science 354 (February 8, 2022): 13–25. http://dx.doi.org/10.4204/eptcs.354.2.

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8

Ruiz, Manuel, Fernando López, and Antonio Páez. "Comparison of thematic maps using symbolic entropy." International Journal of Geographical Information Science 26, no. 3 (2012): 413–39. http://dx.doi.org/10.1080/13658816.2011.586327.

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9

Dumais, Susan T., and William P. Jones. "A comparison of symbolic and spatial filing." ACM SIGCHI Bulletin 16, no. 4 (1985): 127–30. http://dx.doi.org/10.1145/1165385.317479.

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10

Chen, Dawn, Hongjing Lu, and Keith J. Holyoak. "The discovery and comparison of symbolic magnitudes." Cognitive Psychology 71 (June 2014): 27–54. http://dx.doi.org/10.1016/j.cogpsych.2014.01.002.

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