Developmental trajectories of symbolic magnitude and order processing and their relation with arithmetic development

Efficient processing of absolute magnitude and relative order numbers is key for arithmetic development. This longitudinal study tested 1) whether there a developmental shift in the contribution symbolic to between Grades 1 2, 2) development numerical abilities characterized by reciprocal predictive relations. In two independent samples (UK: N = 195, Austria: 161), did not predict early change arithmetic, but emerged as predictor Grade 2. Symbolic predicted subsequent later on. Moreover, we observed cross-lagged relations processing. Our findings confirm that contributions are interactive across first years schooling. may be driven from procedural strategies retrieval facts. • was 1, Order emerging unique Cross-lagged entire period. Interactive changing