scholarly journals Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years

PLoS ONE ◽  
2021 ◽  
Vol 16 (10) ◽  
pp. e0258847
Author(s):  
Sabrina Finke ◽  
Chiara Banfi ◽  
H. Harald Freudenthaler ◽  
Anna F. Steiner ◽  
Stephan E. Vogel ◽  
...  
Keyword(s):  
Spatial Working Memory ◽  
Developmental Change ◽  
Ordinal Number ◽  
Preliminary Evidence ◽  
Symbolic Order ◽  
Formal Schooling ◽  
Cognitive Mechanisms ◽  
Magnitude Comparison ◽  
Order Processing ◽  
Unique Predictor

What are the cognitive mechanisms supporting non-symbolic and symbolic order processing? Preliminary evidence suggests that non-symbolic and symbolic order processing are partly distinct constructs. The precise mechanisms supporting these skills, however, are still unclear. Moreover, predictive patterns may undergo dynamic developmental changes during the first years of formal schooling. This study investigates the contribution of theoretically relevant constructs (non-symbolic and symbolic magnitude comparison, counting and storage and manipulation components of verbal and visuo-spatial working memory) to performance and developmental change in non-symbolic and symbolic numerical order processing. We followed 157 children longitudinally from Grade 1 to 3. In the order judgement tasks, children decided whether or not triplets of dots or digits were arranged in numerically ascending order. Non-symbolic magnitude comparison and visuo-spatial manipulation were significant predictors of initial performance in both non-symbolic and symbolic ordering. In line with our expectations, counting skills contributed additional variance to the prediction of symbolic, but not of non-symbolic ordering. Developmental change in ordering performance from Grade 1 to 2 was predicted by symbolic comparison skills and visuo-spatial manipulation. None of the predictors explained variance in developmental change from Grade 2 to 3. Taken together, the present results provide robust evidence for a general involvement of pair-wise magnitude comparison and visuo-spatial manipulation in numerical ordering, irrespective of the number format. Importantly, counting-based mechanisms appear to be a unique predictor of symbolic ordering. We thus conclude that there is only a partial overlap of the cognitive mechanisms underlying non-symbolic and symbolic order processing.

scholarly journals Processing the order of symbolic numbers: A reliable and unique predictor of arithmetic fluency

2017 ◽  
Vol 3 (2) ◽  
pp. 288-308 ◽  
Author(s):  
Stephan E. Vogel ◽  
Trent Haigh ◽  
Gerrit Sommerauer ◽  
Melanie Spindler ◽  
Clemens Brunner ◽  
...  
Keyword(s):  
Differential Association ◽  
Cognitive Mechanisms ◽  
Behavioral Correlates ◽  
Order Processing ◽  
Time Points ◽  
Numerical Order ◽  
Unique Predictor ◽  
Test Retest Reliability ◽  
Symbolic Number ◽  
High Test

A small but growing body of evidence suggests a link between individual differences in processing the order of numerical symbols (e.g., deciding whether a set of digits is arranged in ascending/descending order or not) and arithmetic achievement. However, the reliability of behavioral correlates measuring symbolic and non-symbolic numerical order processing and their relationship to arithmetic abilities remain poorly understood. The present study aims to fill this knowledge gap by examining the behavioral correlates of numerical and non-numerical order processing and their unique associations with arithmetic fluency at two different time points within the same sample of individuals. Thirty-two right-handed adults performed three order judgment tasks consisting of symbolic numbers (i.e., digits), non-symbolic numbers (i.e., dots), and letters of the alphabet. Specifically, participants had to judge as accurately and as quickly as possible whether stimuli were ordered correctly (in ascending/descending order, e.g., 2-3-4; ●●●●-●●●-●●; B-C-D) or not (e.g., 4-5-3; ●●●●-●●●●●-●●●; D-E-C). Results of this study demonstrate that numerical order judgments are reliable measurements (i.e., high test-retest reliability), and that the observed relationship between symbolic number processing and arithmetic fluency accounts for a unique and reliable portion of variance over and above the non-symbolic number and the letter conditions. The differential association of symbolic and non-symbolic numbers with arithmetic support the view that processing the order of symbolic and non-symbolic numbers engages different cognitive mechanisms, and that the ability to process ordinal relationships of symbolic numbers is a reliable and unique predictor of arithmetic fluency.

Developmental change of visuo-spatial working memory in children: Quantitative evaluation through an Advanced Trail Making Test

2012 ◽  
Vol 34 (10) ◽  
pp. 799-805 ◽  
Author(s):  
Naomi Kokubo ◽  
Masumi Inagaki ◽  
Atsuko Gunji ◽  
Tomoka Kobayashi ◽  
Hidenobu Ohta ◽  
...  
Keyword(s):  
Working Memory ◽  
Quantitative Evaluation ◽  
Spatial Working Memory ◽  
Developmental Change ◽  
Trail Making Test ◽  
Trail Making

EXPRESS: Order Processing of Number Symbols is Influenced by Direction, but not Format

2021 ◽  
pp. 174702182110268
Author(s):  
Becky Wong ◽  
Rebecca Bull ◽  
Daniel Ansari ◽  
David M. Watson ◽  
Gregory Arief D. Liem
Keyword(s):  
Processing Speed ◽  
Theoretical Perspective ◽  
Mathematical Achievement ◽  
Number Sequence ◽  
Cognitive Mechanisms ◽  
Order Processing ◽  
Number Words ◽  
Number Sequences ◽  
Numerical Order ◽  
The Relationship

This study probed the cognitive mechanisms that underlie order processing for number symbols, specifically the extent to which the direction and format in which number symbols are presented influence the processing of numerical order, as well as the extent to which the relationship between order processing and mathematical achievement is specific to Arabic numerals or generalisable to other notational formats. Seventy adults who were bilingual in English and Chinese completed a Numerical Ordinality Task, using number sequences of various directional conditions (i.e., ascending, descending, mixed) and notational formats (i.e., Arabic numerals, English number words, and Chinese number words). Order processing was found to occur for ascending and descending number sequences (i.e., ordered but not non-ordered trials), with the overall pattern of data supporting the theoretical perspective that the strength and closeness of associations between items in the number sequence could underlie numerical order processing. However, order processing was found to be independent of the notational format in which the stimuli were presented, suggesting that the psychological representations and processes associated with numerical order are abstract across different formats of number symbols. In addition, a relationship between the processing speed for numerical order and mathematical achievement was observed for Arabic numerals and Chinese number words, and to a weaker extent, English number words. Together, our findings have started to uncover the cognitive mechanisms that could underlie order processing for different formats of number symbols, and raise new questions about the generalisability of these findings to other notational formats.

Further Evidence for a Spatial-Numerical Association in Children Before Formal Schooling

2014 ◽  
Vol 61 (4) ◽  
pp. 323-329 ◽  
Author(s):  
Mirjam Ebersbach ◽  
Koen Luwel ◽  
Lieven Verschaffel
Keyword(s):  
Snarc Effect ◽  
Formal Schooling ◽  
Comparison Task ◽  
Magnitude Comparison ◽  
Reading And Writing ◽  
Left Hand ◽  
Alternative Culture ◽  
Potential Alternative ◽  
The Right

Given the robust finding that number and space are associated systematically at least in school children and adults, it has been concluded that this association might be based on the frequent practice of reading or writing skills, which are usually consolidated by formal schooling. However, first studies contradict this assumption demonstrating that associations of “small” magnitudes with left space and of “large” magnitudes with right space exist already in preschoolers. The present study used a non-symbolic magnitude comparison task to examine whether kindergartners who have not yet been formally instructed in reading and writing show a SNARC effect, that is, whether they would respond more rapidly with the right hand to larger numbers and with the left hand to smaller numbers. This assumption was confirmed by the data. In view of further evidence for an association between number and space that evolves before children are proficient in reading and writing, the role of potential alternative culture-specific, individual, and universal foundations of this association is emphasized and discussed.

A-80 Global Neuropsychological Assessment (GNA): Preliminary Evidence of Clinical Utility

2019 ◽  
Vol 34 (6) ◽  
pp. 940-940
Author(s):  
J Raines ◽  
A Carroll ◽  
L Morra ◽  
D Schretlen
Keyword(s):  
Neuropsychological Assessment ◽  
Spatial Working Memory ◽  
Cognitive Disorders ◽  
Preliminary Evidence ◽  
Effect Sizes ◽  
Cognitive Test ◽  
Medical Psychology ◽  
Group Differences ◽  
Healthy Controls ◽  
Significant Group

Abstract Objective The Global Neuropsychological Assessment (GNA) is an 18-minute cognitive test battery with seven subtests that is being translated into multiple languages and standardized worldwide. This study seeks to evaluate the GNA’s ability to discriminate patients from healthy controls. Data Selection We are recruiting adults who are referred to the Johns Hopkins Medical Psychology Clinic for neuropsychological assessment, along with caregivers or family members who accompany them for this ongoing study. We have administered the GNA to 10 patients with mild cognitive impairment or another disorder and 22 healthy controls to date. Data Synthesis Patients and healthy controls did not differ on age, sex, or years of education.Independent samples t-tests showed that patients performed worse than healthy controls (p < 0.05) on 14 measures derived from five of seven GNA subtests. These included measures of episodic memory, processing speed, semantic verbal fluency, set-switching, and spatial working memory. Cohen’s d effect sizes of 1.0 to 2.2 were observed. The groups did not differ on tests of digit repetition or an anxiety/depression screener (Patient Health Questionnaire-4) although these revealed small to medium group differences (Cohen’s ds = 0.27 to 0.71) as well. Conclusions Five of seven GNA subtests effectively discriminated controls from patients with mixed cognitive disorders. If effect sizes found for the other two GNA subtests persist, they also will show significant group differences as the sample sizes increase. In related studies, we are examining inter-form equivalence and other psychometric properties of the GNA.

scholarly journals Development of Working Memory Maintenance

2009 ◽  
Vol 101 (1) ◽  
pp. 84-99 ◽  
Author(s):  
Charles F. Geier ◽  
Krista Garver ◽  
Robert Terwilliger ◽  
Beatriz Luna
Keyword(s):  
Working Memory ◽  
Posterior Parietal Cortex ◽  
Spatial Working Memory ◽  
Developmental Change ◽  
Developmental Changes ◽  
Delayed Response ◽  
Short Delay ◽  
Visual Spatial ◽  
Age Related ◽  
Visual Spatial Working Memory

The neural circuitry supporting mature visual spatial working memory (VSWM) has been well delineated in nonhuman primates and in human adults. However, we still have limited understanding about developmental change through adolescence in this network. We present results from a fast event-related functional MRI (fMRI) study aimed at characterizing developmental changes in brain mechanisms supporting VSWM across different delay periods. Forty-three healthy subjects (17 adults, 18–30 yr; 13 adolescents, 13–17 yr; 13 children, 8–12 yr) were scanned as they performed an oculomotor delayed response (ODR) task with short (2.5 s) and long (10 s) delay period trials. Results showed that all age groups recruited a common network of regions to support both delay trials, including frontal, parietal, and temporal regions, indicative of a core circuitry needed to perform the task. Several age-related differences were found in the recruitment of regions, supporting short delay trials, including fronto-caudal areas, which could contribute to known differences in initial memory-guided saccade precision. To support extended delay trials, adults primarily recruited additional posterior parietal cortex (PPC), whereas children and adolescents recruited a considerably more extensive distributed circuitry. Our findings indicate that brain processes supporting basic aspects of working memory across cortex are established by childhood. We also find evidence for continued immaturities in systems supporting working memory precision, reflected by differences in the circuitry recruited by children and by continued refinement of fronto-insular-temporal regions recruited by adolescents. Taken together, these results suggest distinct developmental changes in the circuitry supporting visual spatial working memory.

scholarly journals Home activities and cognitive skills in relation to early literacy and numeracy: testing a multifactorial model in preschoolers

2021 ◽  
Author(s):  
Paola Bonifacci ◽  
Nicole Trambagioli ◽  
Luca Bernabini ◽  
Valentina Tobia
Keyword(s):  
Working Memory ◽  
Early Literacy ◽  
Cognitive Skills ◽  
Structural Equation ◽  
Spatial Working Memory ◽  
Verbal Working Memory ◽  
Equation Model ◽  
Magnitude Comparison ◽  
Cross Domain ◽  
Numeracy Skills

AbstractThe aim of the present study was to test environmental and cognitive variables as possible cross-domain predictors of early literacy and numeracy skills. One hundred forty-eight preschool children (mean age = 64.36 months ± 3.33) were enrolled in the study. The battery included a home literacy and home numeracy questionnaire, measures and phonological and visuo-spatial working memory, tasks tapping response inhibition, and predictors of literacy (vocabulary, phonological awareness, letter knowledge) and numeracy (magnitude comparison, number knowledge) skills. The structural equation model indicated that verbal working memory and, to a lesser extent, inhibition represented cross-domain predictors, whereas home numeracy activities and visuo-spatial working memory explained additional variance only for early numeracy skills. Implications for parents and educators are discussed.

scholarly journals Open and empathic personalities see two things at the same time: the relationship of big-five personality traits and cognitive empathy with mixed percepts during binocular rivalry

2021 ◽  
Author(s):  
Mika Koivisto ◽  
Maija Virkkala ◽  
Mika Puustinen ◽  
Jetta Aarnio
Keyword(s):  
Big Five ◽  
Binocular Rivalry ◽  
Sensory Input ◽  
Preliminary Evidence ◽  
Cognitive Empathy ◽  
Big Five Personality ◽  
Cognitive Mechanisms ◽  
The One ◽  
Relationship Of ◽  
The Relationship

AbstractDoes our personality predict what we see? This question was studied in 100 university students with binocular rivalry paradigm by presenting incompatible images to each eye, allowing multiple interpretations of the same sensory input. During continuous binocular presentation, dominance of perception starts to fluctuate between the images. When neither of the images is fully suppressed, the two images combine into mixed percepts. We focused on the link between mixed percepts, big-five traits, and empathy. The results revealed that openness and agreeableness correlated with the occurrence of mixed percepts after the first dominant perception. However, these correlations of openness and agreeableness were mediated by cognitive empathy. In addition, openness had a direct association with reporting the initial percept in the onset of stimulation as a mixed percept, suggesting a mechanism that is separate from the one mediated by cognitive empathy. Overall, the results provide preliminary evidence suggesting that personality predicts what we see. Such individual differences in perceptual interpretations may be linked to both higher level cognitive mechanisms as well as lower level visual mechanisms.

The bottleneck may be the solution, not the problem

2016 ◽  
Vol 39 ◽  
Author(s):  
Arnon Lotem ◽  
Oren Kolodny ◽  
Joseph Y. Halpern ◽  
Luca Onnis ◽  
Shimon Edelman
Keyword(s):  
Working Memory ◽  
Language Acquisition ◽  
Recent Theory ◽  
Cognitive Mechanisms ◽  
Selection Pressures ◽  
Biological Trait ◽  
Memory Bottleneck

AbstractAs a highly consequential biological trait, a memory “bottleneck” cannot escape selection pressures. It must therefore co-evolve with other cognitive mechanisms rather than act as an independent constraint. Recent theory and an implemented model of language acquisition suggest that a limit on working memory may evolve to help learning. Furthermore, it need not hamper the use of language for communication.

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