Children's mapping between non-symbolic and symbolic numerical magnitudes and its association with timed and untimed tests of mathematics achievement.

PLoS One · 2014 · PMC3974738 · PMID 24699664

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For timed mathematics achievement in Grade 1, reaction time on the symbolic magnitude comparison task accounted for a significant proportion of variance in math performance, while only a trend towards significance was observed for accuracy on the non-symbolic magnitude comparison task ( p = .05).

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