@article{Knudsen_Fischer_Henning_Aschersleben_2015, title={The Development of Arabic Digit Knowledge in 4- to 7-Year-Old Children}, volume={1}, url={https://jnc.psychopen.eu/index.php/jnc/article/view/5675}, DOI={10.5964/jnc.v1i1.4}, abstractNote={Recent studies indicate that Arabic digit knowledge rather than non-symbolic number knowledge is a key foundation for arithmetic proficiency at the start of a child’s mathematical career. We document the developmental trajectory of 4- to 7-year-olds’ proficiency in accessing magnitude information from Arabic digits in five tasks differing in magnitude manipulation requirements. Results showed that children from 5 years onwards accessed magnitude information implicitly and explicitly, but that 5-year-olds failed to access magnitude information explicitly when numerical magnitude was contrasted with physical magnitude. Performance across tasks revealed a clear developmental trajectory: children traverse from first knowing the cardinal values of number words to recognizing Arabic digits to knowing their cardinal values and, concurrently, their ordinal position. Correlational analyses showed a strong within-child consistency, demonstrating that this pattern is not only reflected in group differences but also in individual performance.}, number={1}, journal={Journal of Numerical Cognition}, author={Knudsen, Birgit and Fischer, Martin H. and Henning, Anne and Aschersleben, Gisa}, year={2015}, month={Oct.}, pages={21-37} }