ArticleFrontiers in psychology2017
Deficits in Approximate Number System Acuity and Mathematical Abilities in 6.5-Year-Old Children Born Extremely Preterm.
Article in Frontiers in psychology, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- The neural basis of intuitive approximate number system in board game Go (Baduk) experts.Scientific reports · 2025Article
- Mathematics abilities associated with adaptive functioning in preschool children born preterm.Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2024Article
- Effects of a 3-factor field intervention on numerical and geometric knowledge in preschool children.PloS one · 2023Article
- Approximate Number Sense in Students With Severe Hearing Loss: A Modality-Neutral Cognitive Ability.Frontiers in human neuroscience · 2021Article
- Effects of Visual Training of Approximate Number Sense on Auditory Number Sense and School Math Ability.Frontiers in psychology · 2020Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Preterm children are at increased risk for poor academic achievement, especially in math. In the present study, we examined whether preterm children differ from term-born children in their intuitive sense of number that relies on an unlearned, approximate number system (ANS) and whether there is a link between preterm children's ANS acuity and their math abilities. To this end, 6.5-year-old extremely preterm (i.e., <27 weeks gestation,
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