The Relationship between Seriation and Number Line Comprehension: A Validation Study

1997 ◽  
Vol 12 (2) ◽  
pp. 59-69
Author(s):  
Welko Tomic ◽  
Johannes Kingma
Keyword(s):  
Validation Study ◽  
Number Line ◽  
The Relationship

The relationship between number line estimation and arithmetic competencies depends on age, operation and skill

2013 ◽  
Author(s):  
Julia Bahnmueller ◽  
Stefan Huber ◽  
Korbinian Moeller ◽  
Hans-Christoph Nuerk
Keyword(s):  
Number Line ◽  
Number Line Estimation ◽  
The Relationship

scholarly journals Best Thing Is Always in the Middle? An Investigation of Centrality Preference By Eye-Tracking Technique and Memory Recall

2018 ◽  
Vol 12 ◽  
Author(s):  
Lap-Yan Lo ◽  
Cheuk-Yu Tsang
Keyword(s):  
Decision Making ◽  
Eye Tracking ◽  
Recall Test ◽  
Number Line ◽  
Mental Number Line ◽  
Horizontal Line ◽  
Memory Recall ◽  
Tracking Technique ◽  
Fixation Points ◽  
The Relationship

An object located in the centre position is believed to be the most attended and well remembered, which increases its likelihood of being chosen (i.e., centrality preference). However, the literature has yielded inconsistent evidence. With the support of an eye-tracking technique, this study tried to provide another means of examining the relationship between preference and attention. Thirty undergraduates were asked to choose one of five similar items presented on a horizontal line. The findings on eye fixation points and looking duration positively related to the probability of an item being chosen as the preferred item. Yet performance in a recall test revealed an independence between preference and remembering. Furthermore, an unexpectedly large proportion of the participants also preferred the items on the leftmost side of the array. The mental number line and social norms, together with centrality preference, were used to provide an explanation of our implicit preference in decision making.

Mathematics and TMS

2012 ◽  
Author(s):  
Elena Rusconi ◽  
Carlo Umiltà
Keyword(s):  
Transcranial Magnetic Stimulation ◽  
Magnetic Stimulation ◽  
Right Hemisphere ◽  
Parietal Lobe ◽  
Brain Activation ◽  
Number Line ◽  
Mathematical Cognition ◽  
Mental Number Line ◽  
The Right ◽  
The Relationship

This article introduces the relationship between mathematical cognition and transcranial magnetic stimulation (TMS). The mental number line is located in the parietal lobe. Studies employing TMS have explored issues related to the mental number line. This article reviews the studies centered on the magnitude code. The results show that even though the parietal activation is nearly always present in both hemispheres, it is often asymmetric, being greater in the right hemisphere when quantification of nonverbal and nonsymbolic material is required. Neuropsychological studies confirm the relation between the magnitude code and the parietal lobe. The extent to which number-related processes are number specific, and the extent to which they overlap with other aspects of spatial or magnitude representation, is currently a burgeoning area of research. Current work is aimed to disrupt numerical processes and observe concomitant changes in brain activation.

Layman's method to verify Goldbach's conjectures

2013 ◽  
Vol 10 (4) ◽  
pp. 401-404
Author(s):  
Y. Chang
Keyword(s):  
Graphical Method ◽  
Number Line ◽  
Prime Numbers ◽  
Coordinate Frame ◽  
Horizontal Line ◽  
Analytical Geometry ◽  
Mathematical Problems ◽  
Straight Lines ◽  
Relationship Of ◽  
The Relationship

Goldbach conjecture of prime numbers is one of the unsolved mathematical problems. Many trial solutions appeared in the literature, but so far none has been accepted by the mathematics societies. This paper describes a graphical method devised by me to explain the mystery of the said conjecture. My method based on the teachings of analytical geometry using a rectangular coordinate frame with even numbers as ordinates and prime numbers as abscissas. Straight lines with 45 degree slop and intercepets of varying prime numbers on the ordinate are drawn to meet all the vertical straight draw grom the abscissas. These diagonal lines are designated as separation lines and identified by its intercept number. The intersection of vertical abscissa line, the separation line and a horizontal line drawn from the ordinates shows the relationship of an even number and its pair of prime numbers. These intersections vividly appear on the horizontal even number line and can be easily seen. This method is a graphical version of binary combination of prime numbers and can locate the prime-pairs of any even nuber by drawing a family of separation lines.

The Relationship between Depression and Cognition in Older Adults: A Cross-validation Study

1995 ◽  
Vol 50B (1) ◽  
pp. P25-P32 ◽  
Author(s):  
P. A. Lichtenberg ◽  
T. Ross ◽  
S. R. Millis ◽  
C. A. Manning
Keyword(s):  
Older Adults ◽  
Validation Study ◽  
Cross Validation ◽  
The Relationship

A Cross-Validation Study of the Relationship of Reading Test Items to Their Relevant Paragraphs

1969 ◽  
Vol 29 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Wendell W. Weaver ◽  
A. C. Bickley ◽  
Fraughton G. Ford
Keyword(s):  
Validation Study ◽  
Cross Validation ◽  
Reading Test ◽  
Successful Completion ◽  
Test Items ◽  
Test Conditions ◽  
Relationship Of ◽  
The Relationship

Test conditions ( ns = 37) permitted comparison of responses to test items which were dependent upon reading a passage prior to their successful completion with responses to test items which were loosely related to the reading paragraph. Differential responding was observed, reading a related paragraph leading to better responding to test items.

Nonstandard Student Conceptions About Infinitesimals

2010 ◽  
Vol 41 (2) ◽  
pp. 117-146 ◽  
Author(s):  
Robert Ely
Keyword(s):  
Real Number ◽  
Nonstandard Analysis ◽  
Number Line ◽  
Real Numbers ◽  
Student Conceptions ◽  
The Real ◽  
New Perspective ◽  
Real Number Line ◽  
The Relationship

This is a case study of an undergraduate calculus student's nonstandard conceptions of the real number line. Interviews with the student reveal robust conceptions of the real number line that include infinitesimal and infinite quantities and distances. Similarities between these conceptions and those of G. W. Leibniz are discussed and illuminated by the formalization of infinitesimals in A. Robinson's nonstandard analysis. These similarities suggest that these student conceptions are not mere misconceptions, but are nonstandard conceptions, pieces of knowledge that could be built into a system of real numbers proven to be as mathematically consistent and powerful as the standard system. This provides a new perspective on students' “struggles” with the real numbers, and adds to the discussion about the relationship between student conceptions and historical conceptions by focusing on mechanisms for maintaining cognitive and mathematical consistency.

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