Figure 1.
Mean accuracy on the mapping tasks as a function of grade and distance.
Error bars depict 1SE of the mean.
Figure 2.
Mean reaction time (based on correct responses only) on the mapping tasks as a function of grade and distance.
Error bars depict 1SE of the mean.
Figure 3.
Mean accuracy on the numerical magnitude comparison tasks as a function of grade and distance.
Solid lines indicate data on the symbolic magnitude comparison task (MGrade 1 = .89; MGrade 3 = .92), and dashed lines indicate data on the non-symbolic magnitude comparison task (MGrade 1 = .88; MGrade 3 = .92).
Figure 4.
Mean reaction time (based on correct responses only) on the numerical magnitude comparison tasks as a function of grade and distance.
Solid lines indicate data on the symbolic magnitude comparison task (MGrade 1 = 1199.71 ms; MGrade 3 = 698.65 ms), and dashed lines indicate data on the non-symbolic magnitude comparison task (MGrade 1 = 1013.28 ms; MGrade 3 = 799.62 ms).
Table 1.
Partial correlations between the mapping and numerical magnitude comparison tasks controlling for grade.
Table 2.
Correlations between the experimental tasks and mathematics achievement.
Figure 5.
Scatterplots showing the significant associations between the numerical magnitude processing tasks and timed (top panels) and untimed (bottom panels) mathematics achievement in Grade 1.
Figure 6.
Scatterplots showing the significant associations between the numerical magnitude processing tasks and timed mathematics achievement in Grade 3.
Table 3.
Regression analyses predicting timed and untimed mathematics achievement in Grade 1 and Grade 3.