The contributions of numerical acuity and non-numerical stimulus features to the development of the number sense and symbolic math achievement

Cognition ◽  
2017 ◽  
Vol 168 ◽  
pp. 222-233 ◽  
Author(s):  
Ariel Starr ◽  
Nicholas K. DeWind ◽  
Elizabeth M. Brannon
Keyword(s):  
Math Achievement ◽  
Number Sense ◽  
Stimulus Features ◽  
Numerical Acuity

scholarly journals Developmental Change of Approximate Number System Acuity (Keenness) Reveals Delay

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Tayyaba Abid ◽  
Saeeda Khanum
Keyword(s):  
Number Sense ◽  
Developmental Change ◽  
Number System ◽  
Mathematics Performance ◽  
School Mathematics ◽  
Approximate Number System ◽  
Western Population ◽  
Cultural Variations ◽  
Numerical Acuity

The ability to process numbers approximately also called, approximate number system (ANS) is related and predictive of school mathematics performance. This system is functional since birth and continue to become more precise throughout the development. Developmental change of approximate number system over the growing years has not been investigated in Pakistan so the current study bridged this gap by investigating it from 261 participants ranging from 5 to 72 years of age. Panamath task being the robust measure of ANS acuity was administered. Results revealed that numerical acuity got precise with an increase in age. However, most sophisticated acuity has been shown around age 46-50 as compared to the western population showing its peak around 30 years of age. Delay in developing approximate number system acuity across the groups as compared to the trend reported in the western population raises many questions in terms of cultural variations and practices contributing to the development of number sense. The study has important implications for the development of number sense cross-culturally keeping in view the evidence from various cultures.

Purposeful Use of High-Leverage Practices to Teach Number Sense

2021 ◽  
pp. 105345122110148
Author(s):  
Lydia Gerzel-Short ◽  
Laura Hedin
Keyword(s):  
Learning Disabilities ◽  
Math Achievement ◽  
Research Evidence ◽  
Number Sense ◽  
Explicit Instruction ◽  
Students With Learning Disabilities ◽  
Content Areas ◽  
Disabilities Education Act ◽  
Essential Components ◽  
Education Act

High-leverage practices are essential components of specially designed instruction required by the Individuals with Disabilities Education Act. High-leverage practices such as explicit instruction and use of instructional and assistive technology have research evidence demonstrating their effectiveness when teaching students with learning and other disabilities. Although high-leverage practices are appropriate for many content areas, this article illustrates their use when teaching number sense instruction. Number sense involves fluidity with (a) estimating and naming quantities, (b) evaluating accuracy of answers, (c) calculating mentally, and (d) drawing or representing problems. Development of number sense predicts later math achievement for students with and at risk for learning disabilities, making it an essential skill for teachers to address. Peppering common number sense activities with high-leverage practices enhances their impact for students with learning disabilities.

scholarly journals Predicting First-Grade Math Achievement from Developmental Number Sense Trajectories

2007 ◽  
Vol 22 (1) ◽  
pp. 36-46 ◽  
Author(s):  
Nancy C. Jordan ◽  
David Kaplan ◽  
Maria N. Locuniak ◽  
Chaitanya Ramineni
Keyword(s):  
Math Achievement ◽  
Number Sense ◽  
First Grade

Response Interference as a Mechanism Underlying Implicit Measures

2008 ◽  
Vol 24 (4) ◽  
pp. 218-225 ◽  
Author(s):  
Bertram Gawronski ◽  
Roland Deutsch ◽  
Etienne P. LeBel ◽  
Kurt R. Peters
Keyword(s):  
Task Performance ◽  
Psychological Research ◽  
Implicit Measures ◽  
Mediation Model ◽  
Response Interference ◽  
Relevant Evidence ◽  
Moderated Mediation Model ◽  
Stimulus Features ◽  
Underlying Mechanisms

Over the last decade, implicit measures of mental associations (e.g., Implicit Association Test, sequential priming) have become increasingly popular in many areas of psychological research. Even though successful applications provide preliminary support for the validity of these measures, their underlying mechanisms are still controversial. The present article addresses the role of a particular mechanism that is hypothesized to mediate the influence of activated associations on task performance in many implicit measures: response interference (RI). Based on a review of relevant evidence, we argue that RI effects in implicit measures depend on participants’ attention to association-relevant stimulus features, which in turn can influence the reliability and the construct validity of these measures. Drawing on a moderated-mediation model (MMM) of task performance in RI paradigms, we provide several suggestions on how to address these problems in research using implicit measures.

Self-Prioritization Beyond Perception

2015 ◽  
Vol 62 (6) ◽  
pp. 415-425 ◽  
Author(s):  
Sarah Schäfer ◽  
Dirk Wentura ◽  
Christian Frings
Keyword(s):  
The Self ◽  
Stimulus Category ◽  
Abstract Concept ◽  
Conceptual Level ◽  
New Paradigm ◽  
Stimulus Features ◽  
Relevant Word ◽  
Word Shape

Abstract. Recently, Sui, He, and Humphreys (2012) introduced a new paradigm to measure perceptual self-prioritization processes. It seems that arbitrarily tagging shapes to self-relevant words (I, my, me, and so on) leads to speeded verification times when matching self-relevant word shape pairings (e.g., me – triangle) as compared to non-self-relevant word shape pairings (e.g., stranger – circle). In order to analyze the level at which self-prioritization takes place we analyzed whether the self-prioritization effect is due to a tagging of the self-relevant label and the particular associated shape or due to a tagging of the self with an abstract concept. In two experiments participants showed standard self-prioritization effects with varying stimulus features or different exemplars of a particular stimulus-category suggesting that self-prioritization also works at a conceptual level.

The Sorting Paired Features Task

2009 ◽  
Vol 56 (5) ◽  
pp. 329-343 ◽  
Author(s):  
Yoav Bar-Anan ◽  
Brian A. Nosek ◽  
Michelangelo Vianello
Keyword(s):  
Discriminant Validity ◽  
Association Measures ◽  
Response Options ◽  
Convergent And Discriminant Validity ◽  
Attitude Measures ◽  
Stimulus Features ◽  
Single Response

The sorting paired features (SPF) task measures four associations in a single response block. Using four response options (e.g., good-Republicans, bad-Republicans, good-Democrats, and bad-Democrats), each trial requires participants to categorize two stimuli at once to a category pair (e.g., wonderful-Clinton to good-Democrats). Unlike other association measures, the SPF requires simultaneous categorization of both components of the association in the same trial. Providing measurement flexibility, it is sensitive to both focal, attended concepts and nonfocal, unattended stimulus features (e.g., gender of individuals in a politics SPF). Three studies measure race, gender, and political evaluations, differentiate automatic evaluations between known groups, provide evidence of convergent and discriminant validity with other attitude measures, and illustrate the SPF’s unique measurement qualities.

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