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Relevant bibliographies by topics / Symbolic magnitude

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Journal articles

Academic literature on the topic 'Symbolic magnitude'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Symbolic magnitude"

1

Cañizares, Danilka Castro, Vivian Reigosa Crespo, and Eduardo González Alemañy. "Symbolic and Non-Symbolic Number Magnitude Processing in Children with Developmental Dyscalculia." Spanish journal of psychology 15, no. 3 (2012): 952–66. http://dx.doi.org/10.5209/rev_sjop.2012.v15.n3.39387.

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The aim of this study was to evaluate if children with Developmental Dyscalculia (DD) exhibit a general deficit in magnitude representations or a specific deficit in the connection of symbolic representations with the corresponding analogous magnitudes. DD was diagnosed using a timed arithmetic task. The experimental magnitude comparison tasks were presented in non-symbolic and symbolic formats. DD and typically developing (TD) children showed similar numerical distance and size congruity effects. However, DD children performed significantly slower in the symbolic task. These results are consi

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2

Ebersbach, Mirjam, and Petra Erz. "Symbolic versus non-symbolic magnitude estimations among children and adults." Journal of Experimental Child Psychology 128 (December 2014): 52–68. http://dx.doi.org/10.1016/j.jecp.2014.06.005.

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3

Binda, Paola, M. Concetta Morrone, and Frank Bremmer. "Saccadic Compression of Symbolic Numerical Magnitude." PLoS ONE 7, no. 11 (2012): e49587. http://dx.doi.org/10.1371/journal.pone.0049587.

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4

Čech, Claude G., and Edward J. Shoben. "Context effects in symbolic magnitude comparisons." Journal of Experimental Psychology: Learning, Memory, and Cognition 11, no. 2 (1985): 299–315. http://dx.doi.org/10.1037/0278-7393.11.2.299.

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5

Sasanguie, Delphine, Bert De Smedt, and Bert Reynvoet. "Evidence for distinct magnitude systems for symbolic and non-symbolic number." Psychological Research 81, no. 1 (2015): 231–42. http://dx.doi.org/10.1007/s00426-015-0734-1.

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6

Fias, Wim, Jan Lammertyn, Bert Reynvoet, Patrick Dupont, and Guy A. Orban. "Parietal Representation of Symbolic and Nonsymbolic Magnitude." Journal of Cognitive Neuroscience 15, no. 1 (2003): 47–56. http://dx.doi.org/10.1162/089892903321107819.

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The close behavioral parallels between the processing of quantitative information conveyed by symbolic and non-symbolic stimuli led to the hypothesis that there exists a common cerebral representation of quantity (Dehaene, Dehaene-Lambertz, & Cohen, 1998). The neural basis underlying the encoding of number magnitude has been localized to regions in and around the intraparietal sulcus (IPS) by brain-imaging studies. However, it has never been demonstrated that these same regions are also involved in the quantitative processing of nonsymbolic stimuli. Using functional brain imaging, we expli

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7

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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8

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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9

Teichmann, Lina, Tijl Grootswagers, Thomas Carlson, and Anina N. Rich. "Decoding Digits and Dice with Magnetoencephalography: Evidence for a Shared Representation of Magnitude." Journal of Cognitive Neuroscience 30, no. 7 (2018): 999–1010. http://dx.doi.org/10.1162/jocn_a_01257.

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Numerical format describes the way magnitude is conveyed, for example, as a digit (“3”) or Roman numeral (“III”). In the field of numerical cognition, there is an ongoing debate of whether magnitude representation is independent of numerical format. Here, we examine the time course of magnitude processing when using different symbolic formats. We presented participants with a series of digits and dice patterns corresponding to the magnitudes of 1 to 6 while performing a 1-back task on magnitude. Magnetoencephalography offers an opportunity to record brain activity with high temporal resolution

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10

Castro, D., V. Reigosa, and E. González. "232. Symbolic and non-symbolic number magnitude processing in children with developmental dyscalculia." Clinical Neurophysiology 119, no. 9 (2008): e156. http://dx.doi.org/10.1016/j.clinph.2008.04.248.

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