title: Nonsymbolic, approximate arithmetic in children: abstract addition prior to instruction.
abstract: Do children draw upon abstract representations of number when they perform approximate arithmetic operations? In this study, kindergarten children viewed animations suggesting addition of a sequence of sounds to an array of dots, and they compared the sum to a second dot array that differed from the sum by 1 of 3 ratios. Children performed this task successfully with all the signatures of adults' nonsymbolic number representations: accuracy modulated by the ratio of the sum and the comparison quantity, equal performance for within- and cross-modality tasks and for addition and comparison tasks, and performance superior to that of a matched subtraction task. The findings provide clear evidence for nonsymbolic numerical operations on abstract numerical quantities in children who have not yet been taught formal arithmetic.
authors.affiliation: Department of Psychology, Wesleyan University, Middletown, CT 06459, USA. hbarth@wesleyan.edu
authors.forename: Hilary
authors.initials: H
authors.lastname: Barth
authors.forename: Lacey
authors.initials: L
authors.lastname: Beckmann
authors.forename: Elizabeth S
authors.initials: ES
authors.lastname: Spelke
mesh_terms: D000161:Acoustic Stimulation; D001307:Auditory Perception; D002648:Child; D002675:Child, Preschool; D032882:Comprehension; D003210:Concept Formation; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D010364:Pattern Recognition, Visual; D011340:Problem Solving
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