scholarly journals Representation of numerical magnitude in math-anxious individuals

2018 ◽  
Vol 72 (3) ◽  
pp. 424-435 ◽  
Author(s):  
Àngels Colomé
Keyword(s):  
Stroop Task ◽  
Size Effects ◽  
Math Anxiety ◽  
Group Differences ◽  
Numerical Magnitude ◽  
Magnitude Representation ◽  
Distance Effects ◽  
Equivalent Distance

Larger distance effects in high math-anxious individuals (HMA) performing comparison tasks have previously been interpreted as indicating less precise magnitude representation in this population. A recent study by Dietrich, Huber, Moeller, and Klein limited the effects of math anxiety to symbolic comparison, in which they found larger distance effects for HMA, despite equivalent size effects. However, the question of whether distance effects in symbolic comparison reflect the properties of the magnitude representation or decisional processes is currently under debate. This study was designed to further explore the relation between math anxiety and magnitude representation through three different tasks. HMA and low math-anxious individuals (LMA) performed a non-symbolic comparison, in which no group differences were found. Furthermore, we did not replicate previous findings in an Arabic digit comparison, in which HMA individuals showed equivalent distance effects to their LMA peers. Lastly, there were no group differences in a counting Stroop task. Altogether, an explanation of math anxiety differences in terms of less precise magnitude representation is not supported.

A PDP approach to set size effects within the Stroop task: Reply to Kanne, Balota, Spieler, and Faust (1998).

1998 ◽  
Vol 105 (1) ◽  
pp. 188-194 ◽  
Author(s):  
Jonathan D. Cohen ◽  
Marius Usher ◽  
James L. McClelland
Keyword(s):  
Stroop Task ◽  
Size Effects ◽  
Set Size ◽  
Set Size Effects

The case for a notation-independent representation of number

2009 ◽  
Vol 32 (3-4) ◽  
pp. 333-335 ◽  
Author(s):  
Stanislas Dehaene
Keyword(s):  
Empirical Evidence ◽  
Numerical Magnitude ◽  
Subliminal Priming ◽  
Magnitude Representation ◽  
Modality Effects ◽  
Automatic Activation

AbstractCohen Kadosh & Walsh (CK&W) neglect the solid empirical evidence for a convergence of notation-specific representations onto a shared representation of numerical magnitude. Subliminal priming reveals cross-notation and cross-modality effects, contrary to CK&W's prediction that automatic activation is modality and notation-specific. Notation effects may, however, emerge in the precision, speed, automaticity, and means by which the central magnitude representation is accessed.

Order and Magnitude Share a Common Representation in Parietal Cortex

2009 ◽  
Vol 21 (11) ◽  
pp. 2114-2120 ◽  
Author(s):  
Michael S. Franklin ◽  
John Jonides
Keyword(s):  
Distance Effect ◽  
Number Line ◽  
Judgment Task ◽  
Mental Number Line ◽  
Numerical Magnitude ◽  
Intraparietal Sulcus ◽  
Ordinal Information ◽  
Common Representation ◽  
Distance Effects

The role of the intraparietal sulcus (IPS) in the representation of numerical magnitude is well established. Recently, there has also been speculation that the IPS is involved in the representation of ordinal information as well. These claims, however, overlook the fact that all neuroimaging paradigms in which participants make judgments about either magnitude and/or order result in a behavioral distance effect (i.e., the comparison is easier when the stimuli span a greater distance). This leaves open two possibilities: It may be that activation of the IPS is due to the mechanism that yields distance effects, or it may be that the IPS is involved in the representation of information about both magnitude and order. The current study used fMRI to compare a magnitude task in which participants show distance effects to an order-judgment task that yields reverse-distance effects. The results reveal activation of the IPS for both the magnitude and order tasks that is based on participants' strategies as opposed to the actual distance between the numbers. This leads to the conclusion that the IPS represents a mental number line, and that accessing this line can lead to distance effects when participants compare magnitudes and to reverse-distance effects when participants check for order.

scholarly journals Developmental trajectories of number line estimations in math anxiety: evidence from bounded and unbounded number line estimation

2021 ◽  
Author(s):  
Sarit Ashkenazi¹ ◽  
Nitzan Cohen¹
Keyword(s):  
Math Anxiety ◽  
Developmental Trajectories ◽  
Number Line ◽  
Spatial Theory ◽  
Reference Points ◽  
Group Differences ◽  
Estimation Task ◽  
Number Line Estimation ◽  
5Th Grade ◽  
Numerical Estimations

Abstract In the number line estimation task, participants are instructed to place a number, spatially, on a number line. In the present study, 2nd, 3rd and 5th grade children (n = 94) participated in bounded and unbounded number line estimation tasks, half with low math anxiety (LMA) and half with high MA (HMA). The spatial theory views MA as resulting from weakness in spatial abilities, subsequent to deficits in basic numerical abilities. Accordingly, due to number space associations, weakness in estimations are expected in HMA individuals. Accordingly, young children with HMA show non-mature numerical estimations compared to participants with LMA. Specifically, HMA participants showed higher logarithmic tendency than LMA peers, and showed indications for usage of 2 reference points rather than 3 reference points in number line estimations (bounded and unbounded). However, for older HMA children, estimations were normalized and group differences were eliminated. Finally, we found that estimations (linear fits and errors) in the bounded but not the unbounded tasks, predicted usage of advance memory-based strategies in simple addition operations. These results indicated that bounded and unbounded number line estimations are dissociable in 1) developmental trajectories, 2) in relation to MA and 3) in relation to math performances.

scholarly journals Same-different judgments with alphabetic characters: The case of literal symbol processing

2019 ◽  
Vol 5 (2) ◽  
pp. 241-259 ◽  
Author(s):  
Courtney Pollack
Keyword(s):  
Numerical Magnitude ◽  
Symbol Processing ◽  
Learning Mathematics ◽  
Distance Effects ◽  
Literal Symbols

Learning mathematics requires fluency with symbols that convey numerical magnitude. Algebra and higher-level mathematics involve literal symbols, such as "x", that often represent numerical magnitude. Compared to other symbols, such as Arabic numerals, literal symbols may require more complex processing because they have strong pre-existing associations in literacy. The present study tested this notion using same-different tasks that produce less efficient judgments for different magnitudes that are closer together compared to farther apart (i.e., same-different distance effects). Twenty-four adolescents completed three same-different tasks using Arabic numerals, literal symbols, and artificial symbols. All three symbolic formats produced same-different distance effects, showing literal and artificial symbol processing of numerical magnitude. Importantly, judgments took longer for literal symbols than artificial symbols on average, suggesting a cost specific to literal symbol processing. Taken together, results suggest that literal symbol processing differs from processing of other symbols that represent numerical magnitude.

scholarly journals Patterns of Symbolic Numerical Magnitude Processing and Working Memory as Predictors of Early Mathematics Performance

2020 ◽  
Author(s):  
Riikka Mononen ◽  
Markku Niemivirta
Keyword(s):  
Working Memory ◽  
Cognitive Skills ◽  
Latent Class ◽  
First Graders ◽  
Mathematics Performance ◽  
Group Differences ◽  
Numerical Magnitude ◽  
Word Problem Solving ◽  
Magnitude Processing ◽  
Explained Variance

Although the roles of symbolic numerical magnitude processing (SNMP) and working memory (WM) in mathematics performance are well acknowledged, studies examining their joint effects are few. Here, we investigated the profiles of SNMP (1- and 2-digit comparison) and WM (verbal, visual and central executive) among Norwegian first graders (N = 256), and how these predict performance in counting, arithmetic facts and word problem solving. Using latent class cluster analysis, four groups were identified: 1) weak SNMP (33.6%), 2) strong SNMP (25.8%), 3) weak SNMP and WM (23.4%) and 4) strong WM (17.2%). Group differences in mathematics performance were significant with explained variance ranging from 7% to 16%, even after controlling for relevant demographics and domain-general cognitive skills. Our findings suggest that children may display relative strengths in SNMP and WM, and that they both have a unique, even compensatory role in mathematics performance.

Things Can Be Told Apart

2014 ◽  
Vol 61 (2) ◽  
pp. 142-148 ◽  
Author(s):  
Nadine Nett ◽  
Christian Frings
Keyword(s):  
Stroop Task ◽  
Stroop Effect ◽  
Spatial Mismatch ◽  
Categorization Task ◽  
Distance Effects ◽  
Stroop Effects

A recent finding suggests that people use spatial distances of responses to separate nonspatial information in a simple categorization task like the Stroop task. It was suggested that the larger the distance becomes the easier the categorization will get; indeed, with large distances between response keys a smaller Stroop effect was observed by Lakens and colleagues (2011) as compared with small distances. This is a noteworthy finding albeit the published experiments suffer from two confounds which open the door for explanations of the distance effects in terms of spatial mismatch and recoding strategies. We conceptually replicated the results previously observed without these confounds and confirm the main result of Lakens et al. (2011) in that Stroop effects were significantly smaller if the distance between the response keys increased.

scholarly journals Is Order the Defining Feature of Magnitude Representation? An ERP Study on Learning Numerical Magnitude and Spatial Order of Artificial Symbols

PLoS ONE ◽  
2012 ◽  
Vol 7 (11) ◽  
pp. e49565 ◽  
Author(s):  
Hui Zhao ◽  
Chuansheng Chen ◽  
Hongchuan Zhang ◽  
Xinlin Zhou ◽  
Leilei Mei ◽  
...  
Keyword(s):  
Numerical Magnitude ◽  
Spatial Order ◽  
Magnitude Representation
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