Abstract：
BACKGROUND: Recent research suggested fluent processing as an explanation on why number sense contributes to simple arithmetic tasks-\'Fluency hypothesis\'.
OBJECTIVE: The current study investigates whether number sense contributes to such arithmetic tasks when other cognitive factors are controlled for (including those that mediate the link); and whether this contribution varies as a function of participants\' individual maths fluency levels.
METHODS: Four hundred and thirty-seven Chinese schoolchildren (186 females; Mage = 83.49 months) completed a range of cognitive measures in Grade 1 (no previous classroom training) and in Grade 2 (a year later).
METHODS: Number sense, arithmetic (addition and subtraction), spatial ability, visuo-spatial working memory, perception, reaction time, character reading and general intelligence were measured.
RESULTS: Our data showed that the link between number sense and arithmetic was weaker in Grade 1 (Beta = .15 for addition and .06 (ns) for subtraction) compared to Grade 2 (.23-.28), but still persisted in children with no previous maths training. Further, math\'s performance in Grade 1 did not affect the link between number sense and maths performance in Grade 2.
CONCLUSIONS: Our data extended previous findings by showing that number sense is linked with simple maths task performance even after controlling for multiple cognitive factors. Our results brought some evidence that number sense-arithmetic link is somewhat sensitive to previous formal maths education. Further research is needed, as the differences in effects between grades were quite small, and arithmetic in Grade 1 did not moderate the link at question in Grade 2.
OBJECTIVE: The current study investigates whether number sense contributes to such arithmetic tasks when other cognitive factors are controlled for (including those that mediate the link); and whether this contribution varies as a function of participants\' individual maths fluency levels.
METHODS: Four hundred and thirty-seven Chinese schoolchildren (186 females; Mage = 83.49 months) completed a range of cognitive measures in Grade 1 (no previous classroom training) and in Grade 2 (a year later).
METHODS: Number sense, arithmetic (addition and subtraction), spatial ability, visuo-spatial working memory, perception, reaction time, character reading and general intelligence were measured.
RESULTS: Our data showed that the link between number sense and arithmetic was weaker in Grade 1 (Beta = .15 for addition and .06 (ns) for subtraction) compared to Grade 2 (.23-.28), but still persisted in children with no previous maths training. Further, math\'s performance in Grade 1 did not affect the link between number sense and maths performance in Grade 2.
CONCLUSIONS: Our data extended previous findings by showing that number sense is linked with simple maths task performance even after controlling for multiple cognitive factors. Our results brought some evidence that number sense-arithmetic link is somewhat sensitive to previous formal maths education. Further research is needed, as the differences in effects between grades were quite small, and arithmetic in Grade 1 did not moderate the link at question in Grade 2.
摘要：
背景：最近的研究表明，流利的处理可以解释为什么数字意义有助于简单的算术任务-“流利度假设”。
目的：当前的研究调查了当控制其他认知因素（包括调节链接的因素）时，数字感是否有助于这种算术任务；以及这种贡献是否随参与者的个体数学流利程度而变化。
方法：4137名中国学童（186名女性；法师=83.49个月）在一年级（没有以前的课堂培训）和二年级（一年后）完成了一系列的认知测量。
方法：数字感应，算术（加法和减法），空间能力，视觉空间工作记忆，感知，反应时间,测量了性格阅读和一般智力。
结果：我们的数据表明，与2级（.23-.28）相比，1级（加法为Beta=.15，减法为.06（ns））的数字意义和算术之间的联系较弱，但仍然坚持孩子没有以前的数学训练。Further,1年级的数学表现并不影响数字感和2年级的数学表现之间的联系。
结论：我们的数据扩展了以前的发现，表明即使在控制了多个认知因素之后，数字感也与简单的数学任务表现有关。我们的结果带来了一些证据，表明数义算术联系对以前的正规数学教育有些敏感。需要进一步的研究,由于年级之间的效果差异很小，一年级的算术并没有缓和二年级问题的联系。
目的：当前的研究调查了当控制其他认知因素（包括调节链接的因素）时，数字感是否有助于这种算术任务；以及这种贡献是否随参与者的个体数学流利程度而变化。
方法：4137名中国学童（186名女性；法师=83.49个月）在一年级（没有以前的课堂培训）和二年级（一年后）完成了一系列的认知测量。
方法：数字感应，算术（加法和减法），空间能力，视觉空间工作记忆，感知，反应时间,测量了性格阅读和一般智力。
结果：我们的数据表明，与2级（.23-.28）相比，1级（加法为Beta=.15，减法为.06（ns））的数字意义和算术之间的联系较弱，但仍然坚持孩子没有以前的数学训练。Further,1年级的数学表现并不影响数字感和2年级的数学表现之间的联系。
结论：我们的数据扩展了以前的发现，表明即使在控制了多个认知因素之后，数字感也与简单的数学任务表现有关。我们的结果带来了一些证据，表明数义算术联系对以前的正规数学教育有些敏感。需要进一步的研究,由于年级之间的效果差异很小，一年级的算术并没有缓和二年级问题的联系。
