Verbal count sequence knowledge underpins numeral order processing in children

Abstract

Recent research has suggested that numeral order processing – the speed and accuracy with which individuals can determine whether a set of digits is in numerical order or not – is related to arithmetic and mathematics outcomes. It has therefore been proposed that ordinal relations are a fundamental property of symbolic numeral representations. However, order information is also inherent in the verbal count sequence, and thus verbal count sequence knowledge may instead explain the relationship between performance on numeral order tasks and arithmetic. We explored this question with 62 children aged 6- to 8-years-old. We found that performance on a verbal count sequence knowledge task explained the relationship between numeral order processing and arithmetic. Moreover many children appeared to explicitly base their judgments of numerical order on count sequence information. This suggests that insufficient attention may have been paid to verbal number knowledge in understanding the sources of information that give meaning to numbers.

Keywords

• Arithmetic
• Counting
• Order processing
• Ordinality
• Mathematics
• Symbol grounding problem