![]() Prospective demonstration of brain plasticity after intensive abacus-based mental calculation training: An fMRI study. The development of achievement and ability among Chinese children: A new contribution to an old controversy. Journal of Experimental Child Psychology, 65(1), 1–24.Ĭhalip, L., & Stigler, J. Children's arithmetical difficulties: Contributions from processing speed, item identification, and short-term memory. International Journal of Educational Research, 68, 15–26.īull, R., & Johnston, R. ![]() The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children. H., van Wesel, F., Jolles, J., & van der Schoot, M. Journal of Numerical Cognition, 3(3), 540–558.īoonen, A. #NON SYMBOLIC CALCULATOR TRIAL#A one-year classroom-randomized trial of mental abacus instruction for first- and second-grade students. Indian Journal of Physiology and Pharmacology, 50(3), 225–233.īarner, D., Athanasopouloua, A., Chua, J., Lewisb, M., Marchanda, E., Schneiderc, R., & Frank, M. Journal of Experimental Child Psychology, 99(4), 288–308.īhaskaran, M., Sengottaiyan, A., Madhu, S., & Ranganathan, V. Working memory and arithmetic calculation in children: The contributory roles of processing speed, short-term memory, and reading. Learning mathematics in a Visuospatial format: A randomized, controlled trial of mental abacus instruction. Journal of Experimental Child Psychology, 116(2), 380–391.īarner, D., Alvarez, G., Sullivan, J., Brooks, N., Srinivasan, M., & Frank, M. Visual sustained attention and numerosity sensitivity correlate with math achievement in children. Japanese Psychological Research, 31(4), 161–168.Īnobile, G., Stievano, P., & Burr, D. Effects of abacus learning on 3rd-graders performance in paper-and-pencil tests of calculation. Behavioral and Brain Functions, 9, 14–14.Īmaiwa, S., & Hatano, G. Individual differences in non-symbolic numerical abilities predict mathematical achievements but contradict ATOM. These findings suggest that children skilled in mental abacus have enhanced non-symbolic number sense and raise the possibility that mental abacus training could directly improve children’s non-symbolic numerical skills.Īgrillo, C., Piffer, L., & Adriano, A. A mediation model showed that non-symbolic number sense partially mediated the group difference in arithmetic development. The significant difference in non-symbolic number sense remained after controlling for age, gender, all types of cognitive processing available, and arithmetic performance. Results showed that children skilled in mental abacus had significantly better non-symbolic number sense than the other children after controlling for general intelligence. #NON SYMBOLIC CALCULATOR SERIAL#The two groups of children performed serial cognitive tasks, assessing non-symbolic number comparison, arithmetic, language, spatial processing, visual perception, attention, processing speed, working memory, and general intelligence. Children skilled in mental abacus completed a mental abacus level test. One hundred and fifty children (75 children skilled in mental abacus and 75 controls) took part in this study. ![]() The current study investigated whether children with high-level mental abacus ability could outperform untrained control children in non-symbolic number sense, which is considered to be fundamental for arithmetic development. Children skilled in mental abacus have been shown to exhibit top-quality arithmetic abilities. Mental abacus is mental arithmetic with the help of an imagined abacus. ![]()
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