Evidence map›Paper›PMID 30548254›Full record

ArticleThe British journal of educational psychology2019

The nature of the association between number line and mathematical performance: An international twin study.

Maria Grazia Tosto, Gabrielle Garon-Carrier, Susan Gross, Stephen A Petrill, Sergey Malykh, Karim Malki, Sara A Hart, Lee Thompson, Rezhaw L Karadaghi, Nikita Yakovlev and 9 more

Abstract readMulticenter StudyTwin Study
PubMed Full text at PMC Publisher
In one paragraph

Article in The British journal of educational psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

19 authors.

Maria Grazia TostoLaboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia.
Gabrielle Garon-CarrierSchool of Psychology, Université Laval, Québec City, Québec, Canada.
Susan GrossDepartment of Psychological Sciences, Case Western Reserve University, Cleveland, Ohio, USA.
Stephen A PetrillDepartment of Psychology, The Ohio State University, Columbus, Ohio, USA.
Sergey MalykhLaboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia.
Karim MalkiMRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology& Neuroscience, King's College London, UK.
Sara A HartDepartment of Psychology, Florida Center for Reading Research, The Florida State University, Tallahassee, Florida, USA.
Lee ThompsonDepartment of Psychological Sciences, Case Western Reserve University, Cleveland, Ohio, USA.
Rezhaw L KaradaghiMRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology& Neuroscience, King's College London, UK.
Nikita YakovlevLaboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia.
Tatiana TikhomirovaPsychological Institute, Russian Academy of Education, Moscow, Russia.
John E OpferDepartment of Psychology, The Ohio State University, Columbus, Ohio, USA.
Michèle M M MazzoccoInstitute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA.
Ginette DionneSchool of Psychology, Université Laval, Québec City, Québec, Canada.
Mara BrendgenDepartment of Psychology, School of Psychology, Université du Québec à Montréal, Québec, Canada.
Frank VitaroDepartment of Psychoeducation, Department of Pediatrics and Psychology, Université de Montréal, Québec, Canada.
Richard E TremblayLaboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia.
Michel BoivinLaboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia.
Yulia KovasLaboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia.

Funding

THE FLORIDA LONGITUDINAL STUDYP50HD052120 · NICHD · FLORIDA STATE UNIVERSITY · PI Nicole Sandi Patton-Terry · 2006 to 2026
$31.7M
ENVIRONMENTAL INFLUENCES ON EARLY READING:A TWIN STUDYR01HD038075 · NICHD · PENNSYLVANIA STATE UNIVERSITY-UNIV PARK · PI PETRILL, STEPHEN A. · 2002 to 2010
$4.9M
Genetics of Mathematical Cognition and DisabilitiesR01HD059215 · NICHD · OHIO STATE UNIVERSITY · PI PETRILL, STEPHEN A. · 2009 to 2012
$2.4M
Neurobiological Underpinnings of Math and Reading Comorbidity: A Twin StudyR24HD075460 · NICHD · OHIO STATE UNIVERSITY · PI PETRILL, STEPHEN A. · 2012 to 2015
$2.4M
Canada Research Chair (Tier 1) programmeCanadian Institutes for Health ResearchEunice Kennedy Shriver National Institute of Child Health and Development HD038075Eunice Kennedy Shriver National Institute of Child Health and Development HD059215Eunice Kennedy Shriver National Institute of Child Health and Development HD075460Fonds de la Recherche en Santé du QuébecFonds Québécois de la Recherche sur la Société et la CultureMedical Research Council G0500079Medical Research Council G0901245Medical Research Council MR/M021475/1National Health Research Development ProgramNICHD NIH HHS P50 HD052120NICHD NIH HHS R01 HD038075NICHD NIH HHS R01 HD059215NICHD NIH HHS R24 HD075460Québec Ministry of HealthRussian Science Foundation 14-48-00043Russian Science Foundation 15-18-30055Sainte-Justine Hospital's Research CenterSocial Science and Humanities Research Council of CanadaTomsk State UniversityU.K. Medical Research Council (MRC) G0500079U.K. Medical Research Council (MRC) G0901245
6 · The paper itself

Abstract

backgroundThe number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood.

aimsThis large-scale genetically sensitive study uses a twin design to estimate the magnitude of the effects of genes and environments on: (1) individual variation in number line estimation and (2) the covariation of number line estimation with mathematics. SAMPLES: We used over 3,000 8- to 16-year-old twins from the United States, Canada, the United Kingdom, and Russia, and a sample of 1,456 8- to 18-year-old singleton Russian students.

methodsTwins were assessed on: (1) estimation of numerical magnitudes using a number line task and (2) two mathematics components: fluency and problem-solving.

resultsResults suggest that environments largely drive individual differences in number line estimation. Both genes and environments contribute to different extents to the number line estimation and mathematics correlation, depending on the sample and mathematics component.

conclusionsTaken together, the results suggest that in more heterogeneous school settings, environments may be more important in driving variation in number line estimation and its association with mathematics, whereas in more homogeneous school settings, genetic effects drive the covariation between number line estimation and mathematics. These results are discussed in the light of development and educational settings.

Indexed as

Gene-Environment InteractionIndividualityMathematical ConceptsAdolescentAptitudeChildFemaleHumansLongitudinal StudiesMaleProblem Solvingcultureindividual differencesmathematics abilitynumber linetwin studies

Identifiers

PMID30548254
PMCPMC8063226

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Registered trials

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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.