Lanny Fields, Robert Travis, Deborah Roy, Eytan Yadlovker, Liliane de Aguiar-Rocha, Peter Sturmey
Equivalence class formation: a method for teaching statistical interactions
Journal of applied behavior analysis
recently growing emphasis basic number processing competencies ability judge two numbers larger role predicting individual differences schoolrelevant math achievement childrens ability compare symbolic eg arabic numerals nonsymbolic eg dot arrays magnitudes found correlate math achievement available evidence however focused computerized paradigms may always suitable universal quick application classroom furthermore currently unclear whether symbolic nonsymbolic magnitude comparison related childrens performance tests arithmetic competence whether either factors relate arithmetic achievement factors working memory reading ability order address outstanding issues designed quick 2 minute paperandpencil tool assess childrens ability compare symbolic nonsymbolic numerical magnitudes assessed degree performance measure explains individual differences achievement children required cross larger two singledigit numerical magnitudes time constraints results group 160 children grades 13 revealed symbolic nonsymbolic number comparison accuracy related individual differences arithmetic achievement however symbolic number comparison performance accounted unique variance arithmetic achievement theoretical practical implications findings discussed include use measure possible tool identifying students risk future difficulties mathematics