ArticlePloS one2014
In how many ways is the approximate number system associated with exact calculation?
Article in PloS one, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 25 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
25 citing papers in PubMed.
- Profiles of mathematical deficits in children with dyslexia.NPJ science of learning · 2024Article
- Environmental influences on mathematics performance in early childhood.Nature reviews psychology · 2022Article
- Teasing apart the unique contributions of cognitive and affective predictors of math performance.Annals of the New York Academy of Sciences · 2022Article
- Young Children Intuitively Divide Before They Recognize the Division Symbol.Frontiers in human neuroscience · 2022Article
- Probing the mechanisms underlying numerosity-to-numeral mappings and their relation to math competence.Psychological research · 2021Article
- Math Anxiety Mediates the Link Between Number Sense and Math Achievements in High Math Anxiety Young Adults.Frontiers in psychology · 2020Article
- Malleability of mappings between Arabic numerals and approximate quantities: Factors underlying individual differences and the relation to math.Acta psychologica · 2019Article
- Heterosis in COMT Val158Met Polymorphism Contributes to Sex-Differences in Children's Math Anxiety.Frontiers in psychology · 2019Article
- Numerical Processing Impairment in 22q11.2 (LCR22-4 to LCR22-5) Microdeletion: A Cognitive-Neuropsychological Case Study.Frontiers in psychology · 2018Article
- The Developmental Trajectory of the Operational Momentum Effect.Frontiers in psychology · 2018Article
- Comparing Numerical Comparison Tasks: A Meta-Analysis of the Variability of the Weber Fraction Relative to the Generation Algorithm.Frontiers in psychology · 2018Article
- Using Hierarchical Linear Models to Examine Approximate Number System Acuity: The Role of Trial-Level and Participant-Level Characteristics.Frontiers in psychology · 2018Article
- The Acuity and Manipulability of the ANS Have Separable Influences on Preschoolers' Symbolic Math Achievement.Frontiers in psychology · 2018Article
- Intergenerational associations in numerical approximation and mathematical abilities.Developmental science · 2017Article
- Deficits in Approximate Number System Acuity and Mathematical Abilities in 6.5-Year-Old Children Born Extremely Preterm.Frontiers in psychology · 2017Article
- Does the approximate number system serve as a foundation for symbolic mathematics?Language learning and development : the official journal of the Society for Language Development · 2017Article
- Effects of adaptation on numerosity decoding in the human brain.NeuroImage · 2016Article
- The precision of mapping between number words and the approximate number system predicts children's formal math abilities.Journal of experimental child psychology · 2016Article
- Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills.Journal of experimental psychology. Learning, memory, and cognition · 2016Article
- Numerosity but not texture-density discrimination correlates with math ability in children.Developmental psychology · 2016Article
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8 authors.
Funding
Abstract
The approximate number system (ANS) has been consistently found to be associated with math achievement. However, little is known about the interactions between the different instantiations of the ANS and in how many ways they are related to exact calculation. In a cross-sectional design, we investigated the relationship between three measures of ANS acuity (non-symbolic comparison, non-symbolic estimation and non-symbolic addition), their cross-sectional trajectories and specific contributions to exact calculation. Children with mathematical difficulties (MD) and typically achieving (TA) controls attending the first six years of formal schooling participated in the study. The MD group exhibited impairments in multiple instantiations of the ANS compared to their TA peers. The ANS acuity measured by all three tasks positively correlated with age in TA children, while no correlation was found between non-symbolic comparison and age in the MD group. The measures of ANS acuity significantly correlated with each other, reflecting at least in part a common numerosity code. Crucially, we found that non-symbolic estimation partially and non-symbolic addition fully mediated the effects of non-symbolic comparison in exact calculation.
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