ArticleCurrent opinion in behavioral sciences2016
Using cognitive training studies to unravel the mechanisms by which the approximate number system supports symbolic math ability.
Article in Current opinion in behavioral sciences, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers, 1 of them a synthesis that pooled it.
What it found
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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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
9 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Foundational Number Sense Training Gains Are Predicted by Hippocampal-Parietal Circuits.The Journal of neuroscience : the official journal of the Society for Neuroscience · 2022Pooled it
- Improving Preschoolers' Arithmetic through Number Magnitude Training: The Impact of Non-Symbolic and Symbolic Training.PloS one · 2016Trial
- Exploring effects of an early math intervention: The importance of parent-child interaction.Child development · 2023Article
- Teasing apart the unique contributions of cognitive and affective predictors of math performance.Annals of the New York Academy of Sciences · 2022Article
- Failure to replicate the benefit of approximate arithmetic training for symbolic arithmetic fluency in adults.Cognition · 2021Article
- Annual Research Review: Educational neuroscience: progress and prospects.Journal of child psychology and psychiatry, and allied disciplines · 2019Review
- Shared and distinct neural circuitry for nonsymbolic and symbolic double-digit addition.Human brain mapping · 2019Article
- Editorial: Approximate Number System and Mathematics.Frontiers in psychology · 2019Article
- 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
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
A picture is emerging that preverbal nonsymbolic numerical representations derived from the approximate number system (ANS) play an important role in mathematical development and sustained mathematical thinking. Functional imaging studies are revealing developmental trends in how the brain represents number. We propose that combining behavioral and neuroimaging techniques with cognitive training approaches will help identify the fundamental relationship between the ANS and symbolic mathematics. Understanding this relationship should ultimately benefit educators by providing ways to harness the ANS and hopefully improve math readiness in young children.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.