Cognitive mechanisms underlying the relation between nonsymbolic and symbolic magnitude processing and their relation to math

- Which cognitive mechanisms mediate the relation between nonsymbolic number processing and math?
- Which mechanisms mediate the relation between nonsymbolic and symbolic number processing?
- Symbolic mediates between nonsymbolic and math, after controlling for executive functions.
- Cross-format mapping did not mediate between nonsymbolic comparison and math.
- Mapping and executive functions mediate between nonsymbolic and symbolic magnitude processing.

Recent studies suggest that the relation between nonsymbolic magnitude processing skills and math competence is mediated by symbolic number processing. However, less is known about whether mapping between nonsymbolic and symbolic magnitude representations also mediates that relation, and whether the mediating role of symbolic number processing is explained by domain-general executive functions. Therefore, the current study examines whether symbolic comparison, mixed-format comparison, and executive function each mediate the relation between nonsymbolic magnitude processing and math. Furthermore, we investigate whether the relation between nonsymbolic and symbolic magnitude comparison is mediated by mapping between the formats and/or domain-general executive functions. Results indicate that symbolic processing mediates the relation between nonsymbolic processing and math, even after controlling for multiple components of executive function, which were also significant mediators. Cross-format comparison (i.e. mapping), on the other hand, did not mediate the relation between nonsymbolic comparison and math, but did mediate the relation between nonsymbolic and symbolic magnitude processing, even after controlling for executive function, which also mediated that relation. Taken together, our results suggest that both domain-specific and domain-general cognitive mechanisms account for the link between nonsymbolic and symbolic magnitude processing and their relation to math.