The influence of the place-value structure of the Arabic number ...

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Study 2: On the cognitive instantiation of the carry effect in mental addition – Evidence from eyetracking ............................................................................................................ 289 Section 3: On the importance of place-value integration in arithmetical development ............................................................................................................................................ 290 Study 3: Language effects on children’s non-verbal number line estimations ............. 290 Study 4: Early place-value understanding as a precursor for later arithmetic performance – a longitudinal study on numerical development ................................... 291 Section 4: The neurocognitive underpinnings of place-value integration ................... 292 Study 5: All for one but not one for all: How multiple number representations are recruited in one numerical task ..................................................................................... 292 Study 6: Impairments of the mental number line for two-digit numbers in neglect ...... 293 Section 5: A computational model of place-value integration in two-digit number comparison ........................................................................................................................ 292 Study 7: Two-digit number processing – holistic, decomposed or hybrid? A computational modelling approach .............................................................................. 293 Section 7: General Discussion GENERAL DISCUSSION ................................................................................................... 297 SYNOPSIS ............................................................................................................................ 298 The generalizability of decomposed processing of multi-digit numbers ..................... 298 The nature of the mental number line ........................................................................... 298 Further evidence for decomposed processing of tens and units ................................... 299 Longitudinal developmental aspects of place-value understanding ............................. 299 Specificities in processing place-value information ...................................................... 300 XIV
Future perspectives on the generalizability of place-value processing ........................ 301 Individual and cultural differences in processing place-value information ............... 303 Place-value representation in current models of numerical development .................... 306 PRÉCIS ................................................................................................................................. 310 EVALUATION AND DISCUSSION .................................................................................. 311 On the representation of the place-value structure of the Arabic number system .... 312 Presentational format and place-value processing ....................................................... 312 Sequential vs. parallel presentation of to-be-compared numbers ................................. 313 Further evidence for place-value influences from more complex tasks and mental arithmetic .......................................................................................................................... 316 Place-value information in the number bisection task .................................................. 316 Eye-tracking evidence on place-value processing in mental addition .......................... 318 The developmental influence of place-value knowledge ............................................... 323 The influence of early place-value processing on the development of the mental number line ..................................................................................................................................... 323 The influence of early place-value understanding on further numerical development . 325 CONCLUSIONS................................................................................................................... 328 REFERENCES ..................................................................................................................... 331 XV
Page 1 and 2: The influence of the place-value st
Page 3: Ich möchte mich an dieser Stelle b
Page 6 and 7: ZUSAMMENFASSUNG Das wissenschaftlic
Page 8 and 9: Study 5: All for one but not one fo
Page 10 and 11: Classification performance ........
Page 12 and 13: The Arabic place-value structure an
Page 14 and 15: Large problem size > small problem
Page 16 and 17: ABSTRACT ..........................
Page 20 and 21: LIST OF FIGURES Section 1: General
Page 22 and 23: Section 4: The neurocognitive under
Page 24 and 25: LIST OF TABLES Section 1: General I
Page 26: Section 5: A computational model of
Page 29 and 30: Number, the simplest and most unive
Page 31 and 32: limited set of symbols. To achieve
Page 33 and 34: interexponential structuring princi
Page 35 and 36: (i) separating power and base dimen
Page 37 and 38: Abstract Code Model Verbal number C
Page 39 and 40: of the Arabic number system within
Page 41 and 42: previous studies on two-digit numbe
Page 43 and 44: eview), questions concerning repres
Page 45 and 46: esponses are easier (i) for problem
Page 47 and 48: 2009c). Based on the framework of t
Page 49 and 50: scarce (but see Domahs et al., 2006
Page 51 and 52: y Studies 5 and 6 of the current th
Page 53 and 54: OVERVIEW OVER THE STUDIES INCORPORA
Page 55 and 56: a view was corroborated by a variet
Page 57 and 58: would indicate influences of verbal
Page 59 and 60: 2. Study 6: Impairments of the ment
Page 61 and 62: eplicate processes of unit-decade i
Page 63 and 64: determinants shall be reviewed. Mor
Page 65 and 66: Study 6: Hoeckner, S., Moeller, K.,
Page 67 and 68: Section 2 Task invariant influences
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ABSTRACT Over the last years, evide
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The authors used a magnitude compar
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Such congruency is important as mos
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Procedure: After ten randomly chose
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compatibility effect for large unit
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2004). So, increasing the maximum u
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proportions in earlier studies. The
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CONCLUSIONS In summary, the conclus
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Study 2 On the cognitive instantiat
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INTRODUCTION One of the probably mo
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eye fixation behaviour for the eval
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(see Rayner, 1998 for a review). Tr
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Procedure: After being seated with
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adjustment of the degrees of freedo
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Eye fixation behaviour TRT in ms To
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or the decade digits was found (393
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egressions were directed to the sec
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the requirement of a carry is deter
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In line with this prediction, total
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Instead, it seems to involve differ
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Section 3 On the importance of plac
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ABSTRACT The mental number line of
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preschoolers aged 4). However, the
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still represented even when only th
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specificity. Yet, in adults it has
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METHOD The reported experiment was
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child separately to obtain estimati
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indicated that Italian children’s
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striking similarity between the ori
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Inversion influences on estimation
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% overall Estimation Error 25 20 15
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seem to be the origin of the perfor
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this system. In this case no langua
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two-linear model with one linear re
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and 40 is 10 times as large as the
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APPENDIX A A remark on how to evalu
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Splitting the overall interval in t
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much closer to the proposed breakpo
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the individual approach may be more
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Contrarily, data produced by a two-
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Study 4 Early place-value understan
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INTRODUCTION Dealing with (multi-di
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has been shown that other represent
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number system as formalized by its
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124 10024, see Deloche & Seron, 19
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Please note that in contrast to Miu
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Roid, Prifitera, & Weiss, 1993; see
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effect-based approach has never bee
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(ii) In the magnitude comparison ta
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problem of capitalizing on differen
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Error rate in % Error Categories (c
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positively correlated with overall
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(ii) Effect approach analyses of pr
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whether the carry effect for additi
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Non-carry problems: For the percent
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from basic numerical concepts to ar
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transcoding and/or who showed relat
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A word on the validity of the curre
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e adapted for the results of the pr
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Non-monotonous Model of the Relatio
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of the probes unit and/or decade di
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the place-value structure of the Ar
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Therefore, we believe that this stu
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APPENDIX A: Correlation tables of s
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Section 4 The neurocognitive underp
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ABSTRACT Mental arithmetic and calc
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manipulations cannot be distinguish
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numbers is assumed to be more preci
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correctly bisected by the second nu
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Table 1: Behavioural performance in
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were found bilaterally in the dorso
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Table 3: Brain areas activated by b
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portion of the superior frontal gyr
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Figure 3: fMRI signal for parametri
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The fronto-parietal network and the
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Finally, increased activation in th
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Inferior parietal cortex, the angul
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primarily necessary for solving the
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Tippet (1996) have shown that patie
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Study 6 Impairments of the mental n
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INTRODUCTION Patients suffering fro
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2005), triplets in which the interv
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Visual field assessment showed no s
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Table 1: Demographic and clinical d
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For 80 bisected triplets the factor
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Factorial Analyses (ANOVA and t-tes
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Errors: The ANOVA revealed a main e
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DISCUSSION The effects of neglect o
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decade digits but they even process
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strategic value of retrieving this
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APPENDIX A Test results of patients
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the middle the beneficial effect of
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229
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Study 7 Two-digit number processing
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INTRODUCTION The internal represent
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all numbers the overlap for larger
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digit numbers were engaged. Additio
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single node in an ordered sequence
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modelling to evaluate the plausibil
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A Output Layer 11 99 11 #1 #2 99 In
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expected considering their magnitud
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the output of the right node would
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advantages for these numbers (see a
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Finally, a regression analysis only
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236) = 417.38, p < .001] and incorp
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Regression The stepwise regression
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compared numbers, unit distance, lo
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RT in ms 780 770 Compatible Number
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esponse latencies increased as dist
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Table 5: Predictors included in the
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Taken together, these results revea
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of overall distance necessarily req
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most important predictor in a multi
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activation of the output layer is a
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The nature of the representation of
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Thereby, possible interactions and
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decomposed model did not include an
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APPERNDIX B Development of connecti
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Figure C: Development of connection
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Figure E: Development of connection
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Interestingly, one might infer from
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Section 6 Summary 287
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may be determined by the presentati
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tens and units: German-speaking chi
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Study 6 examined the influence of t
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295
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GENERAL DISCUSSION In the last sect
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to-be-evaluated triplet crossed a d
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specific processing of place-value
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explanation of the decade consisten
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verbal recoding of tens and units d
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system and the ordinality of the me
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epresentation itself as well as its
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Furthermore, converging evidence is
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methodological problems. In most of
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jittering the positions of the sequ
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numbers within the triplets, proces
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Pollatsek, 1989) states that an obj
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computational models were programme
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The developmental influence of plac
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correspond to the order of tens and
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Asian languages (e.g., Japanese, Ko
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indicating that decomposed processi
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REFERENCES Banks, W. P. (1977). Enc
Page 359 and 360:
Karmiloff-Smith, Annette (1996). Be
Page 361 and 362:
Pixner, S. (2009). How do children
Page 363 and 364:
337
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