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Counting on automatization: The automatized counting theory of mental arithmetic
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DOI：10.1016/j.dr.2026.101252.png)
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Abstract
En 中文
• Counting procedures may automatize with development rather than being replaced. • Arithmetic fluency may emerge through quantitative not qualitative change. • Same neural mechanisms support problem-size effects from childhood to adulthood. • Developmental changes reflect increasing procedural efficiency, not strategy shift. • Dyscalculia may involve impaired procedural automatization across development.
Keywords:
Arithmetic
Counting
Automaticity
Associative models
Procedural learning
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