References for Numerical Symbols Count for Mathematical Success

Bulletin Autumn 2018

References for Numerical Symbols Count for Mathematical Success

by Rebecca Merkley and Daniel Ansari

Bradley, L., & Bryant, P. E. (1978). Difficulties in auditory organisation as a possible cause of reading backwardness. Nature 271, 764–747. 271746a0

Bugden, S., & Ansari, D. (2011). Individual differences in children’s mathematical competence are related to the intentional but not automatic processing of Arabic numerals. Cognition, 118(1), 32–44. 2010.09.005

Butterworth, B. (2008). Developmental dyscalculia. In J. Reed & J. W. Rogers (Eds.), Child neuropsychology: Concepts, theory, and practice (pp. 357–374). Oxford, UK: Blackwell.

Chu, F. W., vanMarle, K., & Geary, D. C. (2015). Early numerical foundations of young children’s mathematical development. Journal of Experimental Child Psychology, 132, 205–212.

Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 63–68.

De Smedt, B., & Boets, B. (2010). Phonological processing and arithmetic fact retrieval: Evidence from developmental dyslexia. Neuropsychologia, 48(14), 3973–3981.

De Smedt, B., & Gilmore, C. K. (2011). Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties. Journal of Experimental Child Psychology, 108(2), 278–292. j.jecp.2010.09.003

De Smedt, B., Taylor, J., Archibald, L., & Ansari, D. (2010). How is phonological processing related to individual differences in children’s arithmetic skills? Developmental Science, 13(3), 508–520. 2009.00897.x

Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., … & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446.

Holloway, I. D., & Ansari, D. (2009). Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s mathematics achievement. Journal of Experimental Child Psychology, 103(1), 17–29. http://doi. org/10.1016/j.jecp.2008.04.001

Hulme, C., & Snowling, M. J. (2013). Learning to read: What we know and what we need to understand better. Child Development Perspectives, 7(1), 1–5. http://doi. org/10.1111/cdep.12005

Jordan, N. C., Glutting, J., Ramineni C., & Watkins, M. W. (2010). Validating a number sense screening tool for use in kindergarten and first grade: Prediction of mathematics proficiency in third grade. School Psychology Review, 39(2), 181–195.

Landerl, K., Bevan, A., & Butterworth, B. (2004). Developmental dyscalculia and basic numerical capacities: A study of 8–9-year-old students. Cognition, 93(2), 99–125.

Landerl, K., Göbel, S. M., & Moll, K. (2013). Core deficit and individual manifestations of developmental dyscalculia (DD): The role of comorbidity. Trends in Neuroscience and Education, 2(2), 38–42.

LeFevre, J. A., Fast, L., Skwarchuk, S. L., Smith-Chant, B. L., Bisanz, J., Kamawar, D., & Penner-Wilger, M. (2010). Pathways to mathematics: Longitudinal predictors of performance. Child Development, 81(6), 1753–1767.

Lyons, I. M., & Ansari, D. (2015). Numerical order processing in children: From reversing the distance-effect to predicting arithmetic, 9(4), 207–221.

Lyons, I. M., Price, G. R., Vaessen, A., Blomert, L., & Ansari, D. (2014). Numerical predictors of arithmetic success in grades 1–6. Developmental Science, 17(5), 1–13.

Mazzocco, M. M., Feigenson, L., & Halberda, J. (2011). Preschoolers’ precision of the approximate number system predicts later school mathematics performance. PLoS ONE, 6(9), e23749.

Merkley, R., & Ansari, D. (2016). Why numerical symbols count in the development of mathematical skills: Evidence from brain and behavior. Current Opinion in Behavioral Sciences, 10, 14–20.

Mussolin, C., Mejias, S., & Noël, M. P. (2010). Symbolic and nonsymbolic number comparison in children with and without dyscalculia. Cognition, 115(1), 10–25.

Nosworthy, N., Bugden, S., Archibald, L., Evans, B., & Ansari, D. (2013). A two minute paper-and-pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children’s arithmetic competence. PloS ONE, 8(7), e67918.

Purpura, D. J., Baroody, A. J., & Lonigan, C. J. (2013). The transition from informal to formal mathematical knowledge: Mediation by numeral knowledge. Journal of Educational Psychology, 105(2), 453–464.

Rousselle, L., & Noël, M.-P. (2007). Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non symbolic number magnitude processing. Cognition, 102(3), 361–395. j.cognition.2006.01.005

Sella, F., Tressoldi, P., Lucangeli, D., & Zorzi, M. (2016). Training numerical skills with the adaptive videogame “The Number Race”: A randomized controlled trial on preschoolers. Trends in Neuroscience and Education, 5(1), 20–29. http://doi. org/10.1016/j.tine.2016.02.002

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