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Adults' Arithmetic Builds on Fast and Automatic Processing of Arabic Digits: Evidence from an Audiovisual Matching Paradigm

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  • Delphine Sasanguie
  • Bert Reynvoet

Abstract

Several studies have shown that performance on symbolic number tasks is related to individual differences in arithmetic. However, it is not clear which process is responsible for this association, i.e. fast, automatic processing of symbols per se or access to the underlying non-symbolic representation of the symbols. To dissociate between both options, adult participants performed an audiovisual matching paradigm. Auditory presented number words needed to be matched with either Arabic digits or dot patterns. The results revealed that a distance effect was present in the dots-number word matching task and absent in the digit-number word matching task. Crucially, only performance in the digit task contributed to the variance in arithmetical abilities. This led us to conclude that adults' arithmetic builds on the ability to quickly and automatically process Arabic digits, without the underlying non-symbolic magnitude representation being activated.

Suggested Citation

  • Delphine Sasanguie & Bert Reynvoet, 2014. "Adults' Arithmetic Builds on Fast and Automatic Processing of Arabic Digits: Evidence from an Audiovisual Matching Paradigm," PLOS ONE, Public Library of Science, vol. 9(2), pages 1-6, February.
    • Handle: RePEc:plo:pone00:0087739
    DOI: 10.1371/journal.pone.0087739
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    References listed on IDEAS

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    1. Julie Castronovo & Silke M Göbel, 2012. "Impact of High Mathematics Education on the Number Sense," PLOS ONE, Public Library of Science, vol. 7(4), pages 1-16, April.
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    Cited by:

    1. Mila Marinova & Delphine Sasanguie & Bert Reynvoet, 2018. "Symbolic estrangement or symbolic integration of numerals with quantities: Methodological pitfalls and a possible solution," PLOS ONE, Public Library of Science, vol. 13(7), pages 1-22, July.
    2. Xiaoshuang Zhu & Yinghe Chen & Yanjun Li & Zhijun Deng, 2017. "Automatic non-symbolic numerosity processing in preschoolers," PLOS ONE, Public Library of Science, vol. 12(6), pages 1-17, June.

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