Both numerical magnitude & order processing were uniquely related to arithmetic achievement, beyond domain‐general factors (intellectual ability, working memory, inhibitory control, & non‐numerical ordering)

Disentangling the Mechanisms of Symbolic Number Processing in Adults’ Mathematics and Arithmetic Achievement. Josetxu Orrantia et al. Cognitive Science, https://doi.org/10.1111/cogs.12711

Abstract: A growing body of research has shown that symbolic number processing relates to individual differences in mathematics. However, it remains unclear which mechanisms of symbolic number processing are crucial—accessing underlying magnitude representation of symbols (i.e., symbol‐magnitude associations), processing relative order of symbols (i.e., symbol‐symbol associations), or processing of symbols per se. To address this question, in this study adult participants performed a dots‐number word matching task—thought to be a measure of symbol‐magnitude associations (numerical magnitude processing)—a numeral‐ordering task that focuses on symbol‐symbol associations (numerical order processing), and a digit‐number word matching task targeting symbolic processing per se. Results showed that both numerical magnitude and order processing were uniquely related to arithmetic achievement, beyond the effects of domain‐general factors (intellectual ability, working memory, inhibitory control, and non‐numerical ordering). Importantly, results were different when a general measure of mathematics achievement was considered. Those mechanisms of symbolic number processing did not contribute to math achievement. Furthermore, a path analysis revealed that numerical magnitude and order processing might draw on a common mechanism. Each process explained a portion of the relation of the other with arithmetic (but not with a general measure of math achievement). These findings are consistent with the notion that adults’ arithmetic skills build upon symbol‐magnitude associations, and they highlight the effects that different math measures have in the study of numerical cognition.