Trial reportPloS one2016
Improving Preschoolers' Arithmetic through Number Magnitude Training: The Impact of Non-Symbolic and Symbolic Training.
Trial report in PloS one, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
12 citing papers in PubMed.
- Extent of magnitude representation deficit and relationship with arithmetic skills in children with 22q11.2DS.Orphanet journal of rare diseases · 2024Trial
- Number-line estimation training in preschoolers supports early mathematical development and is associated with a stronger approximate-to-symbolic numerical pathway.Frontiers in psychology · 2026Article
- Left digit bias in children's and adults' paper-and-pencil number line estimation.Memory & cognition · 2025Article
- Distinct neural representational changes following cross-format number tutoring in children with mathematical difficulties.NPJ science of learning · 2025Article
- Short-term number sense training recapitulates long-term neurodevelopmental changes from childhood to adolescence.Developmental science · 2024Article
- The relationship between numerical magnitude processing and math anxiety, and their joint effect on adult math performance, varied by indicators of numerical tasks.Cognitive processing · 2024Article
- Emotions and interactive tangible tools for math achievement in primary schools.Frontiers in psychology · 2024Article
- A number-line task with a Bayesian active learning algorithm provides insights into the development of non-symbolic number estimation.Psychonomic bulletin & review · 2022Article
- Testing the role of symbols in preschool numeracy: An experimental computer-based intervention study.PloS one · 2021Article
- Benefits of Playing Numerical Card Games on Head Start Children's Mathematical Skills.Journal of experimental education · 2020Article
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Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The numerical cognition literature offers two views to explain numerical and arithmetical development. The unique-representation view considers the approximate number system (ANS) to represent the magnitude of both symbolic and non-symbolic numbers and to be the basis of numerical learning. In contrast, the dual-representation view suggests that symbolic and non-symbolic skills rely on different magnitude representations and that it is the ability to build an exact representation of symbolic numbers that underlies math learning. Support for these hypotheses has come mainly from correlative studies with inconsistent results. In this study, we developed two training programs aiming at enhancing the magnitude processing of either non-symbolic numbers or symbolic numbers and compared their effects on arithmetic skills. Fifty-six preschoolers were randomly assigned to one of three 10-session-training conditions: (1) non-symbolic training (2) symbolic training and (3) control training working on story understanding. Both numerical training conditions were significantly more efficient than the control condition in improving magnitude processing. Moreover, symbolic training led to a significantly larger improvement in arithmetic than did non-symbolic training and the control condition. These results support the dual-representation view.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.