Typical development of quantity comparison in school-aged children

Typical development of quantity comparison in school-aged children

Although basic numerical skills have been widely studied in the last years, very few studies have undertaken a developmental approach. The present study evaluated the development of the magnitude comparison basic numerical ability, in children from first, third and sixth grades by means of the subje...

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Bibliographic Details
Published in:The Spanish journal of psychology Vol. 14; no. 1; p. 50
Main Authors: Castro Cañizares, Danilka, Estévez Pérez, Nancy, Pérez Marrero, Otmara
Format: Journal Article
Language:English
Published: England 01-05-2011
Subjects:
Age Factors
Aptitude
Attention
Child
Child Development
Comprehension
Concept Formation
Female
Humans
Judgment
Male
Mathematics
Pattern Recognition, Visual
Problem Solving
Reaction Time
Symbolism
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Summary:Although basic numerical skills have been widely studied in the last years, very few studies have undertaken a developmental approach. The present study evaluated the development of the magnitude comparison basic numerical ability, in children from first, third and sixth grades by means of the subject's response time in numerical tasks presented in symbolic and non-symbolic formats. The results showed a significant decrease on quantities processing speed as age increases, which suggests numerical skills tend to become automatic with instruction. The differences found, concerning the general achievement pattern in each school year, might express the maturational specificities of the numerical representation system through development.
ISSN:1138-7416
DOI:10.5209/rev_SJOP.2011.v14.n1.4