Data_Sheet_1_Developmental Changes in ANS Precision Across Grades 1–9: Different Patterns of Accuracy and Reaction Time.pdf

The main aim of this study was to analyze the patterns of changes in Approximate Number Sense (ANS) precision from grade 1 (mean age: 7.84 years) to grade 9 (mean age: 15.82 years) in a sample of Russian schoolchildren. To fulfill this aim, the data from a longitudinal study of two cohorts of children were used. The first cohort was assessed at grades 1–5 (elementary school education plus the first year of secondary education), and the second cohort was assessed at grades 5–9 (secondary school education). ANS precision was assessed by accuracy and reaction time (RT) in a non-symbolic comparison test (“blue-yellow dots” test). The patterns of change were estimated via mixed-effect growth models. The results revealed that in the first cohort, the average accuracy increased from grade 1 to grade 5 following a non-linear pattern and that the rate of growth slowed after grade 3 (7–9 years old). The non-linear pattern of changes in the second cohort indicated that accuracy started to increase from grade 7 to grade 9 (13–15 years old), while there were no changes from grade 5 to grade 7. However, the RT in the non-symbolic comparison test decreased evenly from grade 1 to grade 7 (7–13 years old), and the rate of processing non-symbolic information tended to stabilize from grade 7 to grade 9. Moreover, the changes in the rate of processing non-symbolic information were not explained by the changes in general processing speed. The results also demonstrated that accuracy and RT were positively correlated across all grades. These results indicate that accuracy and the rate of non-symbolic processing reflect two different processes, namely, the maturation and development of a non-symbolic representation system.

本研究的主要目标是对一组俄罗斯学童从一年级（平均年龄：7.84岁）至九年级（平均年龄：15.82岁）的近似数感（ANS）精度变化模式进行分析。为实现此目标，本研究利用了针对两组儿童进行的纵向研究数据。第一组儿童在一年级至五年级（小学教育及初中一年级）进行了评估，第二组儿童则在五年级至九年级（初中教育）进行了评估。ANS精度通过非符号性比较测试（“蓝黄点”测试）中的准确性和反应时间（RT）进行评估。变化模式通过混合效应增长模型进行估计。结果显示，在第一组儿童中，从一年级至五年级的平均准确性呈非线性增长，且在三年级（7至9岁）之后增长速度放缓。第二组儿童的变化模式表明，准确性从七年级至九年级（13至15岁）开始增加，而在五年级至七年级（10至12岁）期间并无变化。然而，在非符号性比较测试中，反应时间从一年级至七年级（7至13岁）均匀下降，处理非符号性信息的速度从七年级至九年级（13至15岁）趋于稳定。此外，处理非符号性信息的速度变化并非由一般处理速度的变化所解释。研究还发现，准确性和反应时间在所有年级均呈正相关。这些结果表明，准确性和非符号性处理速度反映了两个不同的过程，即非符号性表征系统的成熟与发展。