The phrase "arithmetical ability" is correct and usable in written English.
It can be used when discussing someone's skill or proficiency in performing arithmetic calculations or mathematical tasks.
Example: "Her arithmetical ability was evident when she quickly solved complex equations during the exam."
Alternatives: "mathematical skill" or "numerical proficiency".
This indicates that infants possess true numerical concepts, and suggests that humans are innately endowed with arithmetical abilities.
Critics can't resist comparing Alex to "Clever Hans," the famous horse whose arithmetical abilities were exposed as learned responses to his trainer's subtle cues.
It is a major question whether the representation of approximate numerical magnitudes in children develops and sharpens independently of symbolic arithmetical abilities, or symbolic knowledge correlates with the approximate magnitude representation in some ways.
B.R. had profound impairment of semantic memory for both verbal and non-verbal material and severe dyslexia particularly affecting irregular word reading (surface dyslexia), with preserved general intellect, patchy impairment on executive tests, and intact arithmetical and visuoperceptual abilities.
It avoids nuance and degree, and slips away from the common human interest in its arithmetical counting of power points.
Alternative explanations for the male advantage in arithmetical reasoning, as measured by the ability to solve complex word problems, include a male advantage in spatial cognition and a male advantage in computational fluency.
Of course solving arithmetical problems in arithmetic is in some cases practically impossible.
The domain-specific mathematical abilities tested were knowledge of symbols, arithmetical fact retrieval, understanding of the positional value of digits, and alignment skills.
Intervention studies have shown that improving the ability to think of numbers in spatial terms improves arithmetical skills in typically developing children and those with developmental dyscalculia (e.g. Booth & Siegler, 2008; Kucian, Grond, Rotzer, Henzi, Schönmann, Plangger, Gälli, Martin & von Aster, 2011).
A series of structural equation models indicated that individual differences in arithmetical reasoning were related to individual differences in IQ, spatial abilities, and computational fluency.
