scholarly journals Is the ANS linked to mathematics performance?

2017 ◽  
Vol 40 ◽  
Author(s):  
Matthew Inglis ◽  
Sophie Batchelor ◽  
Camilla Gilmore ◽  
Derrick G. Watson
Keyword(s):  
Experimental Studies ◽  
Number System ◽  
Causal Link ◽  
Mathematics Performance ◽  
Curve Analysis ◽  
Approximate Number System ◽  
Evidential Value ◽  
And Mathematics

AbstractLeibovich et al. argue persuasively that researchers should not assume that approximate number system (ANS) tasks harness an innate sense of number. However, some studies have reported a causal link between ANS tasks and mathematics performance, implicating the ANS in the development of numerical skills. Here we report a p-curve analysis, which indicates that these experimental studies do not contain evidential value.

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.

Assessing the evidence of perspective taking on stereotyping and negative evaluations: A p-curve analysis

2020 ◽  
pp. 136843022095708
Author(s):  
Qian Huang ◽  
Wei Peng ◽  
Jazmyne V. Simmons
Keyword(s):  
Social Science ◽  
Attitude Change ◽  
Perspective Taking ◽  
Statistical Power ◽  
Experimental Studies ◽  
Curve Analysis ◽  
Evidential Value ◽  
Intergroup Attitude ◽  
Science Disciplines

Perspective taking is conceptualized as the ability to consider or adopt the perspective of another individual who is perceived to be in need; it has shown mixed results in stereotype reduction and intergroup attitude change across many social science disciplines. The inconsistent results raise concerns about the robustness of the perspective-taking phenomenon. The present study uses p-curve analysis to examine whether evidential value existed among two sets of published experimental studies where perspective taking was operationalized in two different paradigms. Despite low statistical power, we found that both sets of studies revealed some evidential value of the effects of perspective taking. The theoretical and methodological implications of perspective-taking studies are discussed as well.

The Relationship Between Approximate Number System and Mathematics Competency in Indonesian Primary School Children

2018 ◽  
Vol 24 (8) ◽  
pp. 6259-6264
Author(s):  
Kevin Wijaya ◽  
Fransiskus X Ivan ◽  
Adre Mayza
Keyword(s):  
Response Time ◽  
Primary School ◽  
School Children ◽  
Weber Fraction ◽  
Number System ◽  
Primary School Children ◽  
Methodological Aspect ◽  
Approximate Number System ◽  
And Mathematics ◽  
The Relationship

The purpose of this study is to investigate the relationship between Approximate Number System (ANS), a cognitive system which represents and estimates the cardinality of a set, and mathematics competency of primary school children. Many findings on ANS and its relations with mathematics competency showed inconsistency. This research is the first of its kind in Indonesia. 318 fourth and fifth-grade primary school students were instructed to perform non-symbolic (dots) comparison task to measure their Weber fraction (w), accuracy (percentage correct), and response time (ms) which are the measurement for ANS acuity. Mathematics competencies of the students were taken from school’s report card and the data were standardized for each school separately. Correlation and regression linear analysis were conducted to find the relationship between ANS acuity and mathematics’ competency. Analysis showed there was a weak but significant (p < 0.05) correlation between two measurements of ANS acuity, namely the Weber fraction and accuracy, with mathematics competency, but not response time (p > 0.05). Further analysis with linear regression showed there was no relationship between the two variables and mathematics score, which disproves this correlation. This study shows that there is no relationship between children’s ANS acuity and mathematics competency. Intrinsic factors such as children’s attention, engagement, and motivation, also methodological aspect needed further consideration. Future studies are needed to investigate the methodological aspect related to the measurement of ANS and mathematics’ competency as there is no ‘gold standard’ yet to measure ANS.

scholarly journals Preschoolers' Precision of the Approximate Number System Predicts Later School Mathematics Performance

PLoS ONE ◽  
2011 ◽  
Vol 6 (9) ◽  
pp. e23749 ◽  
Author(s):  
Michèle M. M. Mazzocco ◽  
Lisa Feigenson ◽  
Justin Halberda
Keyword(s):  
Number System ◽  
Mathematics Performance ◽  
School Mathematics ◽  
Approximate Number System

scholarly journals Editorial: Approximate Number System and Mathematics

2019 ◽  
Vol 10 ◽  
Author(s):  
Jingguang Li ◽  
Xinlin Zhou ◽  
Marcus Lindskog
Keyword(s):  
Number System ◽  
Approximate Number System ◽  
And Mathematics

Probing the Neural Correlates of Number Processing

2016 ◽  
Vol 23 (3) ◽  
pp. 264-274 ◽  
Author(s):  
André Knops
Keyword(s):  
Computational Models ◽  
Numerical Cognition ◽  
Experimental Studies ◽  
Number System ◽  
Neural Correlates ◽  
Approximate Number System ◽  
Numerical Information ◽  
The Past ◽  
Code Model ◽  
Human Neuroimaging

The cognitive and neural mechanisms that enable humans to encode and manipulate numerical information have been subject to an increasing number of experimental studies over the past 25 years or so. Here, I highlight recent findings about how numerical information is neurally coded, focusing on the theoretical implications derived from the most influential theoretical framework in numerical cognition—the Triple Code Model. At the core of this model is the assumption that bilateral parietal cortex hosts an approximate number system that codes for the cardinal value of perceived numerals. I will review studies that ask whether or not the numerical coding within this system is invariant to varying input notation, format, or modality, and whether or not the observed parietal activity is number-specific over and above the parietal involvement in response-related processes. Extant computational models of numerosity (the number of objects in a set) perception are summarized and related to empirical data from human neuroimaging and monkey neurophysiology.

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