Table 1.
Numerical pairs and ratios for the numerical comparison task.
Figure 1.
Figures A, B, and C are examples of symbolic items. Figures D, E and F are examples of nonsymbolic items.
Figure 2.
Bar graph representing overall performance of participants in each grade for symbolic and nonsymbolic items. Grade 1 participants were significantly better at nonsymbolic items compared to symbolic items. Participants in grades 2 and 3 did not demonstrate any differences between conditions. Standard errors are represented by the error bars attached to each column.
Table 2.
Means and Standard Deviations (S.D.).
Table 3.
Partial correlations controlling for age in months (Gr. 1–3).
Figure 3.
Correlation between Math Fluency scores and magnitude comparison scores.
Scatterplot showing significant correlation between standard scores on the Math Fluency subtest of the Woodcock-Johnson III battery and overall mean score of the magnitude comparison task (symbolic and nonsymbolic combined) for all participants. The solid line represents the linear regression line for this relationship.
Figure 4.
Correlation between Calculation scores and magnitude comparison scores.
Scatterplot showing significant correlation between standard scores on the Calculation subtest of the Woodcock-Johnson III battery and overall mean score of the magnitude comparison task (symbolic and nonsymbolic combined) for all participants. The solid line represents the linear regression line for this relationship.
Table 4.
Grade 1 correlations between arithmetic achievement and magnitude comparison.
Table 5.
Grade 2 correlations between arithmetic achievement and magnitude comparison.
Table 6.
Grade 3 correlations between arithmetic achievement and magnitude comparison.
Table 7.
Linear regression analyses predicting Math Fluency raw scores with chronological age, Reading Fluency, visual spatial working memory, verbal working memory, IQ, symbolic scores and nonsymbolic scores as predictors.
Table 8.
Linear regression analyses predicting Calculation raw scores with chronological age, Reading Fluency, visual spatial working memory, verbal working memory, IQ, symbolic scores and nonsymbolic scores as predictors.