Same-different judgments with alphabetic characters: The case of literal symbol processing
Author(s) / Creator(s)
Pollack, Courtney
Abstract / Description
Learning mathematics requires fluency with symbols that convey numerical magnitude. Algebra and higher-level mathematics involve literal symbols, such as "x", that often represent numerical magnitude. Compared to other symbols, such as Arabic numerals, literal symbols may require more complex processing because they have strong pre-existing associations in literacy. The present study tested this notion using same-different tasks that produce less efficient judgments for different magnitudes that are closer together compared to farther apart (i.e., same-different distance effects). Twenty-four adolescents completed three same-different tasks using Arabic numerals, literal symbols, and artificial symbols. All three symbolic formats produced same-different distance effects, showing literal and artificial symbol processing of numerical magnitude. Importantly, judgments took longer for literal symbols than artificial symbols on average, suggesting a cost specific to literal symbol processing. Taken together, results suggest that literal symbol processing differs from processing of other symbols that represent numerical magnitude.
Keyword(s)
literal symbols artificial symbols number processing same-different distance effectPersistent Identifier
Date of first publication
2019-08-22
Journal title
Journal of Numerical Cognition
Volume
5
Issue
2
Page numbers
241–259
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Pollack, C. (2019). Same-different judgments with alphabetic characters: The case of literal symbol processing. Journal of Numerical Cognition, 5(2), 241-259. https://doi.org/10.5964/jnc.v5i2.163
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Author(s) / Creator(s)Pollack, Courtney
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PsychArchives acquisition timestamp2022-04-14T11:21:34Z
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Made available on2022-04-14T11:21:34Z
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Date of first publication2019-08-22
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Abstract / DescriptionLearning mathematics requires fluency with symbols that convey numerical magnitude. Algebra and higher-level mathematics involve literal symbols, such as "x", that often represent numerical magnitude. Compared to other symbols, such as Arabic numerals, literal symbols may require more complex processing because they have strong pre-existing associations in literacy. The present study tested this notion using same-different tasks that produce less efficient judgments for different magnitudes that are closer together compared to farther apart (i.e., same-different distance effects). Twenty-four adolescents completed three same-different tasks using Arabic numerals, literal symbols, and artificial symbols. All three symbolic formats produced same-different distance effects, showing literal and artificial symbol processing of numerical magnitude. Importantly, judgments took longer for literal symbols than artificial symbols on average, suggesting a cost specific to literal symbol processing. Taken together, results suggest that literal symbol processing differs from processing of other symbols that represent numerical magnitude.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationPollack, C. (2019). Same-different judgments with alphabetic characters: The case of literal symbol processing. Journal of Numerical Cognition, 5(2), 241-259. https://doi.org/10.5964/jnc.v5i2.163en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/5455
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.6059
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/jnc.v5i2.163
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Is related tohttps://doi.org/10.23668/psycharchives.2519
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Keyword(s)literal symbolsen_US
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Keyword(s)artificial symbolsen_US
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Keyword(s)number processingen_US
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Keyword(s)same-differenten_US
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Keyword(s)distance effecten_US
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Dewey Decimal Classification number(s)150
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TitleSame-different judgments with alphabetic characters: The case of literal symbol processingen_US
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DRO typearticle
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Issue2
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Journal titleJournal of Numerical Cognition
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Page numbers241–259
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Volume5
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Visible tag(s)Version of Recorden_US