Exploring Numeracy Development Across the Lifespan: Comparing Symbolic and Non-Symbolic Representations

Meloni Carla

Member of the Collaboration Group

;Mercante Beniamina

Member of the Collaboration Group

;Enrico Paolo

Member of the Collaboration Group

;Fanari Rachele

2025-01-01

---

Abstract

Research on numeracy development is increasingly relevant due to its importance across the lifespan, impacting academic achievement in children, work success in adults, and managing everyday demands in elders. Despite this, few studies directly address the issue. To investigate numeracy development, we administered a PC-presented parity judgment (PJ) task to children, young adults, and elderly participants, collecting response accuracy and reaction time (RT). Our task included Arabic digits (symbolic), dots (non-symbolic), and finger-based representations, as numeracy may be associated with both symbolic and non-symbolic formats. Fingers promote numerical skills development from early childhood (e.g. Noel, 2005), and several studies highlight a physiological association between fingers and number representations even in adults (e.g. Rusconi et al., 2005). By including finger-based numerical representation we aimed to verify whether access to quantity representation conveyed by fingers follows the same pattern as non-symbolic numerical format (dots) or is closer to Arabic symbols. The research sample consisted of 96 participants: 22 8-year-old children (17F), 21 10-year-old children (13F), 22 elderly participants (10F; M= 68.5 years; range 62-79); 31 young adults (16F; M= 24.13 years; range 19-37). Analyses were conducted using Mixed Effects Models. For accuracy, results showed a main effect of Age and Condition (Arabic, fingers, dots): 8-year-olds performed significantly lower than young adults and the elderly (p < .001), and 10-year-old children performed similarly to adults and the elderly. Regarding Condition, dot performance was significantly lower than that with Arabic digits (p < .001) while correct responses with fingers and Arabic digits did not differ. For RTs, the main factor Age was significant: 8-year-olds had significantly longer RTs than other groups in all conditions, while 10-year-old children did not differ from young adults and the elderly. In conclusion, a developmental trend regarding accuracy aligns performances when presented with stimuli represented by fingers and Arabic digits, supporting the hypothesis of a stronger association between hands and numbers compared to dots. RTs, however, do not seem to support this finding as no differences were found between the different stimulus presentation modalities. Limitation: small sample size.