Representation and processing of numerical information. Numerical cognition includes exact symbolic skills and nonsymbolic quantity processing; an association between them does not show that training one necessarily improves every other skill.
Rapid exact recognition of a small quantity without serial counting. Subitizing small collections does not imply direct exact representation of arbitrarily large numbers or knowledge of the symbolic counting system.
A system proposed to represent approximate nonsymbolic quantity. Such representations should be distinguished from exact number-word meanings and symbolic arithmetic; causal transfer from training requires direct evidence.
Judging relative quantity from numerical symbols. Comparing a symbol pair requires relevant symbol knowledge as well as a magnitude decision; the task should not be treated as a process-pure measure.
Placing a number on a line with specified endpoints. Performance depends on numerical representation, spatial interpretation and task strategy; an intervention effect on this task is not automatically a general arithmetic effect.
A broad term for intuitions and skills concerning numbers and quantities. Studies use the term for different tasks and representations, so a number-sense score or training effect should not be assumed to identify one process or general mathematical ability.
