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Learning Number Notations: Comparison of a Sign-Value and Place-Value System

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Title: Learning Number Notations: Comparison of a Sign-Value and Place-Value System
Language: English
Authors: Hanna Weiers (ORCID 0000-0003-2742-6856), Camilla Gilmore (ORCID 0000-0002-5879-2683), Matthew Inglis (ORCID 0000-0001-7617-4689)
Source: Journal of Numerical Cognition. Article e13401 2025 11.
Availability: Leibniz Institute for Psychology. Universitatsring 15, Trier, 54296, Germany. e-mail: support@psychopen.eu; Web site: https://jnc.psychopen.eu
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Numbers, Number Systems, Cultural Differences, Adults, Symbols (Mathematics), Number Concepts
ISSN: 2363-8761
Abstract: Although numbers are universal, there are great differences between languages and cultures in terms of how they are represented. Numerical notation can influence number processing. Two well-known types of notational systems are sign-value, such as the Roman numeral system, and place-value systems, such as the Indo-Arabic numeral system. What is involved in learning each system? Here we report a study that investigated adults' abilities to implicitly learn an artificially created sign-value or place-value system. We asked if they could perform symbolic comparison and ordering tasks using the novel symbol system. We found adults could learn the ordinal meaning of symbols within either system and were able to extend the system to symbols not encountered during training. There was a relative advantage of the sign-value system over the place-value system for expressions encountered during the training, but also for expressions that had not previously been encountered. These results shed light on how easily the structure of place-value and sign-value systems can be learned.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1467275
Database: ERIC
FullText Text:
  Availability: 0
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  Data: <searchLink fieldCode="AR" term="%22Hanna+Weiers%22">Hanna Weiers</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2742-6856">0000-0003-2742-6856</externalLink>)<br /><searchLink fieldCode="AR" term="%22Camilla+Gilmore%22">Camilla Gilmore</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5879-2683">0000-0002-5879-2683</externalLink>)<br /><searchLink fieldCode="AR" term="%22Matthew+Inglis%22">Matthew Inglis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7617-4689">0000-0001-7617-4689</externalLink>)
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  Data: Leibniz Institute for Psychology. Universitatsring 15, Trier, 54296, Germany. e-mail: support@psychopen.eu; Web site: https://jnc.psychopen.eu
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  Data: Although numbers are universal, there are great differences between languages and cultures in terms of how they are represented. Numerical notation can influence number processing. Two well-known types of notational systems are sign-value, such as the Roman numeral system, and place-value systems, such as the Indo-Arabic numeral system. What is involved in learning each system? Here we report a study that investigated adults' abilities to implicitly learn an artificially created sign-value or place-value system. We asked if they could perform symbolic comparison and ordering tasks using the novel symbol system. We found adults could learn the ordinal meaning of symbols within either system and were able to extend the system to symbols not encountered during training. There was a relative advantage of the sign-value system over the place-value system for expressions encountered during the training, but also for expressions that had not previously been encountered. These results shed light on how easily the structure of place-value and sign-value systems can be learned.
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