![]() ![]() The development of achievement and ability among Chinese children: A new contribution to an old controversy. Journal of Experimental Child Psychology, 65(1), 1–24.Ĭhalip, L., & Stigler, J. Children's arithmetical difficulties: Contributions from processing speed, item identification, and short-term memory. International Journal of Educational Research, 68, 15–26.īull, R., & Johnston, R. The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children. H., van Wesel, F., Jolles, J., & van der Schoot, M. Journal of Numerical Cognition, 3(3), 540–558.īoonen, A. NON SYMBOLIC CALCULATOR TRIALA one-year classroom-randomized trial of mental abacus instruction for first- and second-grade students. Indian Journal of Physiology and Pharmacology, 50(3), 225–233.īarner, D., Athanasopouloua, A., Chua, J., Lewisb, M., Marchanda, E., Schneiderc, R., & Frank, M. Journal of Experimental Child Psychology, 99(4), 288–308.īhaskaran, M., Sengottaiyan, A., Madhu, S., & Ranganathan, V. Working memory and arithmetic calculation in children: The contributory roles of processing speed, short-term memory, and reading. Learning mathematics in a Visuospatial format: A randomized, controlled trial of mental abacus instruction. Journal of Experimental Child Psychology, 116(2), 380–391.īarner, D., Alvarez, G., Sullivan, J., Brooks, N., Srinivasan, M., & Frank, M. Visual sustained attention and numerosity sensitivity correlate with math achievement in children. ![]() Japanese Psychological Research, 31(4), 161–168.Īnobile, G., Stievano, P., & Burr, D. Effects of abacus learning on 3rd-graders performance in paper-and-pencil tests of calculation. Behavioral and Brain Functions, 9, 14–14.Īmaiwa, S., & Hatano, G. Individual differences in non-symbolic numerical abilities predict mathematical achievements but contradict ATOM. These findings suggest that children skilled in mental abacus have enhanced non-symbolic number sense and raise the possibility that mental abacus training could directly improve children’s non-symbolic numerical skills.Īgrillo, C., Piffer, L., & Adriano, A. A mediation model showed that non-symbolic number sense partially mediated the group difference in arithmetic development. The significant difference in non-symbolic number sense remained after controlling for age, gender, all types of cognitive processing available, and arithmetic performance. Results showed that children skilled in mental abacus had significantly better non-symbolic number sense than the other children after controlling for general intelligence. NON SYMBOLIC CALCULATOR SERIALThe two groups of children performed serial cognitive tasks, assessing non-symbolic number comparison, arithmetic, language, spatial processing, visual perception, attention, processing speed, working memory, and general intelligence. Children skilled in mental abacus completed a mental abacus level test. One hundred and fifty children (75 children skilled in mental abacus and 75 controls) took part in this study. The current study investigated whether children with high-level mental abacus ability could outperform untrained control children in non-symbolic number sense, which is considered to be fundamental for arithmetic development. ![]() Children skilled in mental abacus have been shown to exhibit top-quality arithmetic abilities. Mental abacus is mental arithmetic with the help of an imagined abacus. ![]()
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