scholarly journals Electrophysiological Analysis of the Congruency Effects and Proportion for the Non-Symbolic Number Sense: EEG Study

2021 ◽  
Vol 168 ◽  
pp. S128-S129
Author(s):  
Julia Marakshina ◽  
Timofey Adamovich ◽  
Yulia Kuzmina ◽  
Ilya Zakharov ◽  
Marina Lobaskova
Keyword(s):  
Number Sense ◽  
Electrophysiological Analysis ◽  
Symbolic Number

scholarly journals Children skilled in mental abacus show enhanced non-symbolic number sense

2020 ◽  
Author(s):  
Jiaxin Cui ◽  
Rui Xiao ◽  
Mei Ma ◽  
Li Yuan ◽  
Roi Cohen Kodash ◽  
...  
Keyword(s):  
Number Sense ◽  
Symbolic Number

The interplay between non-symbolic number and its continuous visual properties revisited: Effects of mixing trials of different types

2019 ◽  
Vol 73 (5) ◽  
pp. 698-710
Author(s):  
Judit Pekár ◽  
Annette Kinder
Keyword(s):  
Number Sense ◽  
Comparison Task ◽  
Mode Of Presentation ◽  
Pure Number ◽  
Different Types ◽  
Visual Properties ◽  
Symbolic Number ◽  
Complex Influence

In the last few years, the existence of a pure number sense has been challenged. Recent studies suggest that numerosity processing is influenced not only by the number of elements in a display but also by continuous magnitudes, such as the size of the elements. The aim of our study was to replicate and extend the findings by Gebuis and Reynvoet, who systematically manipulated different continuous magnitudes either congruently or incongruently with discrete numerosity. We were particularly interested in finding the same pattern of congruency effects and assess its stability and robustness as this pattern indicates a complex influence of continuous magnitudes on numerosity judgements. We did so by showing stimuli of different conditions either in separate blocks or mixed together while participants solved a dot comparison task. Our results are in line with the notion that discrete number and continuous magnitudes are integrated in numerosity judgements by means of a weighing process. Moreover, our findings suggest that this integration is modified by the mode of presentation (blocked vs. mixed).

scholarly journals Children skilled in mental abacus show enhanced non-symbolic number sense

2019 ◽  
Author(s):  
Cui Jiaxin ◽  
Xiao Rui ◽  
Ma Mei ◽  
Yuan Li ◽  
Roi Cohen Kadosh ◽  
...  
Keyword(s):  
Cognitive Processing ◽  
Mental Arithmetic ◽  
Number Sense ◽  
Causal Effect ◽  
General Intelligence ◽  
Significant Group ◽  
Significant Group Difference ◽  
Number Comparison ◽  
High Level ◽  
Symbolic Number

Mental abacus is the mental arithmetic with the help of an imagined abacus. Children skilled in mental abacus have been shown to exhibit advantages in arithmetic abilities. The current study investigated whether children with high-level mental abacus ability could outperform controls in non-symbolic number sense, which is considered to be much fundamental for arithmetic development. One hundred and fifty children (75 children skilled in mental abacus and 75 controls) took part in this study. Children skilled in mental abacus completed a mental abacus level test. Two groups of children performed serial cognitive tasks, including non-symbolic number comparison, arithmetic, language, spatial processing, visual perception, attention, processing speed, working memory, and general intelligence. Results show that children skilled in mental abacus had better non-symbolic number sense than the controls after controlling for general intelligence. The significant group difference of non-symbolic number sense retained after further controlling for age, gender, all types of cognitive processing available and even arithmetic performance. A mediation model showed that the non-symbolic number sense partially mediated the group difference on arithmetic development. The results suggest that children skilled in mental abacus have enhanced non-symbolic number sense. These findings raise the possibility that mental abacus training could have a causal effect on children’s non-symbolic numerical skills.

Approximate number sense, symbolic number processing, or number–space mappings: What underlies mathematics achievement?

2013 ◽  
Vol 114 (3) ◽  
pp. 418-431 ◽  
Author(s):  
Delphine Sasanguie ◽  
Silke M. Göbel ◽  
Kristina Moll ◽  
Karolien Smets ◽  
Bert Reynvoet
Keyword(s):  
Mathematics Achievement ◽  
Number Sense ◽  
Number Processing ◽  
Symbolic Number

Magnitude, numerosity, and development of number: Implications for mathematics disabilities

2017 ◽  
Vol 40 ◽  
Author(s):  
Nancy C. Jordan ◽  
Luke Rinne ◽  
Ilyse M. Resnick
Keyword(s):  
Number Sense ◽  
Integrative Theory ◽  
Numerical Development ◽  
Mathematics Disabilities ◽  
Prevailing View ◽  
Symbolic Number

AbstractLeibovich et al. challenge the prevailing view that non-symbolic number sense (e.g., sensing number the same way one might sense color) is innate, that detection of numerosity is distinct from detection of continuous magnitude. In the present commentary, the authors' viewpoint is discussed in light of the integrative theory of numerical development along with implications for understanding mathematics disabilities.

scholarly journals Making sense of the relation between number sense and math

2021 ◽  
Vol 7 (3) ◽  
pp. 308-327 ◽  
Author(s):  
Bert Reynvoet ◽  
Andrew D. Ribner ◽  
Leanne Elliott ◽  
Manon Van Steenkiste ◽  
Delphine Sasanguie ◽  
...  
Keyword(s):  
Problem Solving ◽  
Inhibitory Control ◽  
Number Sense ◽  
Applied Problem ◽  
Comparison Task ◽  
Problem Solving Skills ◽  
Making Sense ◽  
Stimulus Generation ◽  
Numerical Representations ◽  
Symbolic Number

While several studies have shown that the performance on numerosity comparison tasks is related to individual differences in math abilities, others have failed to find such a link. These inconsistencies could be due to variations in which math was assessed, different stimulus generation protocols for the numerosity comparison task, or differences in inhibitory control. This within-subject study is a conceptual replication tapping into the relation between numerosity comparison, math, and inhibition in adults (N = 122). Three aspects of math ability were measured using standardized assessments: Arithmetic fluency, calculation, and applied problem solving skills. Participants’ inhibitory skills were measured using Stroop and Go/No-Go tasks with numerical and non-numerical stimuli. Finally, non-symbolic number sense was measured using two different versions of a numerosity comparison task that differed in the stimulus generation protocols (Panamath; Halberda, Mazzocco & Feigenson, 2008, https://doi.org/10.1038/nature07246; G&R, Gebuis & Reynvoet, 2011, https://doi.org/10.3758/s13428-011-0097-5). We find that performance on the Panamath task, but not the G&R task, related to measures of calculation and applied problem solving but not arithmetic fluency, even when controlling for inhibitory control. One possible explanation is that depending on the characteristics of the stimuli in the numerosity comparison task, the reliance on numerical and non-numerical information may vary and only when performance relies more on numerical representations, a relation with math achievement is found. Our findings help to explain prior mixed findings regarding the link between non-symbolic number sense and math and highlight the need to carefully consider variations in numerosity comparison tasks and math measures.

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

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