The role of multi-digit number processing in the development of numerical cognition

The main aim of this thesis was to investigate the role of multi-digit number processing in the development of numeracy. The most influential contemporary cognitive model of numerical cognition (Triple-Code model by Dehaene, 1992) differentiates between modality-specific processes (processing of number words vs. Arabic numbers vs. magnitude) as well as between semantic processes like number comparison and asemantic processes like transcoding. Up to date, it has not been tested empirically whether these notions are also adequate to describe the acquisition of multi-digit number processing in primary school children. The following findings of this thesis can be seen as evidence against the predictions of this model: First, tasks tapping on the processing of multi-digit numbers both in the verbal and the Arabic modality as well as tasks tapping on presumably asemantic (transcoding) as well as semantic (magnitude comparison) processing loaded on one single cognitive component. Second, a syntactic irregularity (inversion of double-digit numbers) in some number word systems leads to a general delay in understanding the regular system of multi-digit numbers. Third, all tasks assessing multi-digit number processing presented with considerable gender differences in favour of boys. Fourth, the better male performance in writing Arabic numbers was not related to a socio-cultural index of national gender equality, whereas the male advantage in subtraction was. Furthermore, individual differences in multi-digit number processing were predicted by general visual-spatial abilities. Finally, multi-digit number processing influenced double-digit calculation performance as well as the exactness of number magnitude representations in the range 0-100.

Grantor dc:publisher

Publikationsserver der RWTH Aachen University

Year dc:date

2010

Author dc:creator

• Krinzinger, Helga

Contributors dc:contributor

• Willmes-von Hinckeldey, Klaus

• info:eu-repo/classification/ddc/150
• Geschlechtsunterschied
• Inversion <Mathematik>
• Psychologie
• proportionale Repräsentation
• inversion
• gender differences
• proportional representation

Statement dc:rights

• info:eu-repo/semantics/openAccess

Language dc:language

eng

Identifier

https://publications.rwth-aachen.de/search?p=id:%22RWTH-CONV-124694%22

OAI identifier oai:identifier

oai:publications.rwth-aachen.de:63250