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Gwiazda G, Kayton K, Alia N, Bondhus C, Barth H, Patalano AL. Does instructional intervention reduce the left digit effect in number line estimation? Q J Exp Psychol (Hove) 2023:17470218231219227. [PMID: 38012809 DOI: 10.1177/17470218231219227] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2023]
Abstract
A robust left digit effect arises in number line estimation, whereby the leftmost digits of numerals have an undue influence on placements such that, for example, numbers like 298 are placed far to the left of numbers like 302. Past efforts to motivate more accurate performance using trial-by-trial and summary feedback have not led to a reduction in the left digit effect. In two experiments, we asked whether it is possible to reduce or eliminate the left digit effect in number line estimation through an instructional intervention in which one is explicitly taught about the left digit effect. In Experiment 1 (N = 134), participants completed two blocks (60 trials per block) of a self-paced 0-1,000 number line estimation task and were randomly assigned to either an instruction or a control condition. In Experiment 2 (N = 143), the procedure was enhanced with a learning check, and with additional measures to assess changes in behaviour as a result of instruction. In both experiments, a left digit effect was found in each block of each condition. Although there was evidence that instruction changed behaviour, these changes did not result in any reduction in the left digit effect relative to the control condition. These findings demonstrate that the left digit effect cannot be easily reduced by making people aware of it.
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Affiliation(s)
- Gina Gwiazda
- Department of Psychology, Wesleyan University, Middletown, CT, USA
| | - Kelsey Kayton
- Department of Psychology, Wesleyan University, Middletown, CT, USA
- Department of Psychology, Ohio University, Athens, OH, USA
| | - Nicholas Alia
- Department of Psychology, Wesleyan University, Middletown, CT, USA
| | - Charlie Bondhus
- Department of Psychology, Wesleyan University, Middletown, CT, USA
| | - Hilary Barth
- Department of Psychology, Wesleyan University, Middletown, CT, USA
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2
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Patalano AL, Kayton K, Barth H. Modeling the left digit effect in adult number line estimation. Cognition 2023; 230:105257. [PMID: 36228381 DOI: 10.1016/j.cognition.2022.105257] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2022] [Revised: 07/05/2022] [Accepted: 08/12/2022] [Indexed: 11/05/2022]
Abstract
Number line estimation tasks are frequently used to study numerical cognition skills. In a typical version, the bounded number line task, target numerals must be placed on a bounded line labeled only at its endpoints (e.g., with 0 and 100). Placements by adults, while highly accurate, reveal a cyclical pattern of over- and underestimation of target numerals. The pattern suggests use of proportion judgment strategies and is well-captured by cyclical power models. Another systematic number line bias that has recently been observed, but has not yet been considered in modeling efforts, is the left digit effect. Numerals with different leftmost digits (e.g., 39 and 41) are placed farther apart on a line than is warranted. In the current study (N = 60), adult estimates were obtained for all numerals on a 0-100 number line estimation task, and fit of the standard cyclical power model was compared with two modified versions of the model. One modified version included a parameter that underweights the rightward digit's place value (e.g., the ones digit here), and the other used the same parameter to underweight all digits' place values. We found that both modifications provided a considerably better fit for individual and median data than the standard model, and we discuss their relative merits and cognitive interpretations. The data and models suggest how a left digit bias might impact estimates across the number line.
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Affiliation(s)
| | - Kelsey Kayton
- Department of Psychology, Wesleyan University, United States
| | - Hilary Barth
- Department of Psychology, Wesleyan University, United States
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3
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Nuraydin S, Stricker J, Ugen S, Martin R, Schneider M. The number line estimation task is a valid tool for assessing mathematical achievement: A population-level study with 6484 Luxembourgish ninth-graders. J Exp Child Psychol 2023; 225:105521. [PMID: 35973280 DOI: 10.1016/j.jecp.2022.105521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2021] [Revised: 07/15/2022] [Accepted: 07/15/2022] [Indexed: 01/29/2023]
Abstract
The number line estimation task is an often-used measure of numerical magnitude understanding. The task also correlates substantially with broader measures of mathematical achievement. This raises the question of whether the task would be a useful component of mathematical achievement tests and instruments to diagnose dyscalculia or mathematical giftedness and whether a stand-alone version of the task can serve as a short screener for mathematical achievement. Previous studies on the relation between number line estimation accuracy and broader mathematical achievement were limited in that they used relatively small nonrepresentative samples and usually did not account for potentially confounding variables. To close this research gap, we report findings from a population-level study with nearly all Luxembourgish ninth-graders (N = 6484). We used multilevel regressions to test how a standardized mathematical achievement test relates to the accuracy in number line estimation on bounded number lines with whole numbers and fractions. We also investigated how these relations were moderated by classroom characteristics, person characteristics, and trial characteristics. Mathematical achievement and number line estimation accuracy were associated even after controlling for potentially confounding variables. Subpopulations of students showed meaningful differences in estimation accuracy, which can serve as benchmarks in future studies. Compared with the number line estimation task with whole numbers, the number line estimation task with fractions was more strongly related to mathematical achievement in students across the entire mathematical achievement spectrum. These results show that the number line estimation task is a valid and useful tool for diagnosing and monitoring mathematical achievement.
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Affiliation(s)
| | | | - Sonja Ugen
- University of Luxembourg, L-4365 Esch-sur-Alzette, Luxembourg
| | - Romain Martin
- Ministry of Higher Education and Research, L-2327 Luxembourg, Luxembourg
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4
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Lindinger NM, Jacobson SW, Davidson L, Conradie S, Dodge NC, Molteno CD, Meintjes EM, Gaab N, Jacobson JL. Reading impairment in adolescents with fetal alcohol spectrum disorders. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2022; 26:469-488. [PMID: 36388467 PMCID: PMC9642985 DOI: 10.1080/10888438.2022.2054717] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
PURPOSE To date, research on effects of prenatal alcohol exposure (PAE) has focused on a broad range of cognitive impairments, but relatively few studies have examined effects of PAE on development of reading skills. Although PAE has been linked to poorer reading comprehension, it remains unclear whether this impairment is attributable to deficits in phonological processing, word reading, oral language skills, and/or executive functioning. METHODS A comprehensive reading battery was administered to 10 adolescents with fetal alcohol syndrome (FAS); 16 with partial FAS; 30 nonsyndromal heavily-exposed; 49 controls. RESULTS PAE was related to poorer reading comprehension but not to single word reading or phonological processing, suggesting that the mechanics of reading are intact in adolescents with fetal alcohol spectrum disorders at this age. PAE-related impairment in reading comprehension was mediated, in part, by deficits in mastery of oral language skills, including vocabulary, language structure, and verbal fluency. CONCLUSIONS These results are consistent with research showing that reading comprehension in adolescence relies increasingly on linguistic comprehension abilities, especially once word reading becomes automatic and text complexity increases. Our findings suggest that reading-impaired adolescents with PAE will benefit from intervention programs targeting vocabulary knowledge, language structure, verbal fluency, and reading comprehension skills.
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Affiliation(s)
- Nadine M. Lindinger
- Department of Human Biology, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
| | - Sandra W. Jacobson
- Department of Human Biology, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
- Department of Psychiatry and Behavioral Neurosciences, Wayne State University School of Medicine, Detroit, MI, USA
- Department of Psychiatry and Mental Health, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
| | - Landi Davidson
- Department of Psychology, Faculty of Humanities, University of Cape Town, Cape Town, South Africa
| | - Simone Conradie
- Department of General Linguistics, Faculty of Arts and Social Science, Stellenbosch University, South Africa
| | - Neil C. Dodge
- Department of Psychiatry and Behavioral Neurosciences, Wayne State University School of Medicine, Detroit, MI, USA
| | - Christopher D. Molteno
- Department of Psychiatry and Mental Health, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
| | - Ernesta M. Meintjes
- Department of Human Biology, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
| | - Nadine Gaab
- Harvard Graduate School of Education, Cambridge, MA, USA
| | - Joseph L. Jacobson
- Department of Human Biology, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
- Department of Psychiatry and Behavioral Neurosciences, Wayne State University School of Medicine, Detroit, MI, USA
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5
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Abstract
A robust left digit effect arises in number line estimation such that adults' estimates for numerals with different hundreds place digits but nearly identical magnitudes are systematically different from one another (e.g., 299 is placed too far to the left of 302). In two experiments, we investigate whether brief feedback interventions designed to increase task effort can reduce or eliminate the left digit effect in a self-paced 0-1,000 number line estimation task. Participants were assigned to complete three blocks of 120 trials each where the middle block contained feedback or no feedback. Feedback was in the form of summary accuracy scores (Experiment 1; N = 153) or competitive (summary) accuracy scores (Experiment 2; N = 145). In both experiments, planned analyses revealed large left digit effects in all blocks regardless of feedback condition. Feedback did not lead to a reduction in the left digit effect in either experiment, but improvements in overall accuracy were observed. We conclude that there are no changes in the left digit effect resulting from either summary accuracy feedback or competitive accuracy feedback. Also reported are exploratory analyses of trial characteristics (e.g., whether 299 is presented before or after 302) and the left digit effect.
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6
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Numerical estimation strategies are correlated with math ability in school-aged children. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101089] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
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Malykh S, Kuzmina Y, Tikhomirova T. Developmental Changes in ANS Precision Across Grades 1-9: Different Patterns of Accuracy and Reaction Time. Front Psychol 2021; 12:589305. [PMID: 33841232 PMCID: PMC8024480 DOI: 10.3389/fpsyg.2021.589305] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Accepted: 03/03/2021] [Indexed: 01/29/2023] Open
Abstract
The main aim of this study was to analyze the patterns of changes in Approximate Number Sense (ANS) precision from grade 1 (mean age: 7.84 years) to grade 9 (mean age: 15.82 years) in a sample of Russian schoolchildren. To fulfill this aim, the data from a longitudinal study of two cohorts of children were used. The first cohort was assessed at grades 1-5 (elementary school education plus the first year of secondary education), and the second cohort was assessed at grades 5-9 (secondary school education). ANS precision was assessed by accuracy and reaction time (RT) in a non-symbolic comparison test ("blue-yellow dots" test). The patterns of change were estimated via mixed-effect growth models. The results revealed that in the first cohort, the average accuracy increased from grade 1 to grade 5 following a non-linear pattern and that the rate of growth slowed after grade 3 (7-9 years old). The non-linear pattern of changes in the second cohort indicated that accuracy started to increase from grade 7 to grade 9 (13-15 years old), while there were no changes from grade 5 to grade 7. However, the RT in the non-symbolic comparison test decreased evenly from grade 1 to grade 7 (7-13 years old), and the rate of processing non-symbolic information tended to stabilize from grade 7 to grade 9. Moreover, the changes in the rate of processing non-symbolic information were not explained by the changes in general processing speed. The results also demonstrated that accuracy and RT were positively correlated across all grades. These results indicate that accuracy and the rate of non-symbolic processing reflect two different processes, namely, the maturation and development of a non-symbolic representation system.
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Affiliation(s)
- Sergey Malykh
- Department of Psychology, Lomonosov Moscow State University, Moscow, Russia.,Psychological Institute of Russian Academy of Education, Moscow, Russia
| | - Yulia Kuzmina
- Psychological Institute of Russian Academy of Education, Moscow, Russia
| | - Tatiana Tikhomirova
- Department of Psychology, Lomonosov Moscow State University, Moscow, Russia.,Psychological Institute of Russian Academy of Education, Moscow, Russia
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8
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Williams K, Paul J, Zax A, Barth H, Patalano AL. Number line estimation and standardized test performance: The left digit effect does not predict SAT math score. Brain Behav 2020; 10:e01877. [PMID: 33073518 PMCID: PMC7749540 DOI: 10.1002/brb3.1877] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/25/2020] [Revised: 08/20/2020] [Accepted: 09/19/2020] [Indexed: 11/09/2022] Open
Abstract
INTRODUCTION Recent work reveals a new source of error in number line estimation (NLE), the left digit effect (Lai, Zax, et al., 2018), whereby numerals with different leftmost digits but similar magnitudes (e.g., 399, 401) are placed farther apart on a number line (e.g., 0 to 1,000) than is warranted. The goals of the present study were to: (1) replicate the left digit effect, and (2) assess whether it is related to mathematical achievement. METHOD Participants were all individuals (adult college students) who completed the NLE task in the laboratory between 2014 and 2019 for whom SAT scores were available (n = 227). RESULTS We replicated the left digit effect but found its size was not correlated with SAT math score, although it was negatively correlated with SAT verbal score for one NLE task version. CONCLUSIONS These findings provide further evidence that individual digits strongly influence estimation performance and suggest that this effect may have different cognitive contributors, and predict different complex skills, than overall NLE accuracy.
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Affiliation(s)
| | - Joanna Paul
- Department of PsychologyWesleyan UniversityMiddletownCTUSA
| | - Alexandra Zax
- Department of PsychologyWesleyan UniversityMiddletownCTUSA
| | - Hilary Barth
- Department of PsychologyWesleyan UniversityMiddletownCTUSA
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Kleemans T, Segers E. Linguistic precursors of advanced math growth in first-language and second-language learners. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 103:103661. [PMID: 32434122 DOI: 10.1016/j.ridd.2020.103661] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2020] [Revised: 04/15/2020] [Accepted: 04/15/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Language plays an important role in the development of mathematics. Previous research has shown that both basic and advanced linguistic skills relate to fifth-grade advanced mathematics (i.e., geometry and fractions), but these effects have not yet been investigated longitudinally or in a linguistically diverse population. AIMS The present study first examined the differences between first-language and second-language learners in advanced mathematics. Second, we investigated the extent to which the basic and advanced linguistic skills of first-language and second-language learners directly and indirectly (through arithmetic) predict their growth in advanced mathematics from fifth to sixth grade. METHODS AND PROCEDURES Participants were 153 first-language and 80 second-language learners from 10 to 12 years of age. Classroom as well as individual measures were administered. OUTCOMES AND RESULTS First, the results showed lower scores for second-language learners on advanced mathematics. Second, for both groups of language learners, basic linguistic skills were found to indirectly predict the growth in advanced mathematics via arithmetic skills, whereas advanced linguistic skills directly predicted the growth in geometry and fractions. CONCLUSIONS AND IMPLICATIONS These results highlight the general need for opportunities to learn the basic and advanced linguistic skills associated with mathematics over individual native language background.
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Affiliation(s)
- Tijs Kleemans
- Behavioural Science Institute, Radboud University, Montessorilaan 3, P.O. Box 9104, 6500 HE Nijmegen, the Netherlands.
| | - Eliane Segers
- Behavioural Science Institute, Radboud University, Montessorilaan 3, P.O. Box 9104, 6500 HE Nijmegen, the Netherlands
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10
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Wei W, Li Y, Su HY. Predicting the growth patterns in early mathematics achievement from cognitive and environmental factors among Chinese kindergarten children. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101841] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
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11
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Caviola S, Colling LJ, Mammarella IC, Szűcs D. Predictors of mathematics in primary school: Magnitude comparison, verbal and spatial working memory measures. Dev Sci 2020; 23:e12957. [DOI: 10.1111/desc.12957] [Citation(s) in RCA: 25] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2019] [Revised: 11/15/2019] [Accepted: 02/10/2020] [Indexed: 11/28/2022]
Affiliation(s)
- Sara Caviola
- School of Psychology University of Leeds Leeds UK
- Department of Psychology Centre for Neuroscience in Education University of Cambridge Cambridge UK
| | - Lincoln J. Colling
- Department of Psychology Centre for Neuroscience in Education University of Cambridge Cambridge UK
- School of Psychology University of Sussex Brighton UK
| | | | - Dénes Szűcs
- Department of Psychology Centre for Neuroscience in Education University of Cambridge Cambridge UK
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12
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Domain-general cognitive functions fully explained growth in nonsymbolic magnitude representation but not in symbolic representation in elementary school children. PLoS One 2020; 15:e0228960. [PMID: 32045454 PMCID: PMC7012440 DOI: 10.1371/journal.pone.0228960] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2019] [Accepted: 01/27/2020] [Indexed: 01/29/2023] Open
Abstract
In this study, we aimed to compare developmental changes in nonsymbolic and symbolic magnitude representations across the elementary school years. For this aim, we used a four-wave longitudinal study with a one-year interval in schoolchildren in grades 1-4 in Russia and Kyrgyzstan (N = 490, mean age was 7.65 years at grade 1). The results of mixed-effects growth models revealed that growth in the precision of symbolic representation was larger than in the nonsymbolic representation. Moreover, growth in nonsymbolic representation was fully explained by growth in fluid intelligence (FI), visuospatial working memory (VSWM) and processing speed (PS). The analysis demonstrated that growth in nonsymbolic magnitude representation was significant only for pupils with a high level of FI and PS, whereas growth in precision of symbolic representation did not significantly vary across pupils with different levels of FI or VSWM.
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13
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Tikhomirova T, Kuzmina Y, Lysenkova I, Malykh S. The Relationship Between Non-symbolic and Symbolic Numerosity Representations in Elementary School: The Role of Intelligence. Front Psychol 2019; 10:2724. [PMID: 31866910 PMCID: PMC6906201 DOI: 10.3389/fpsyg.2019.02724] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2019] [Accepted: 11/18/2019] [Indexed: 01/29/2023] Open
Abstract
This study aimed to estimate the extent to which the development of symbolic numerosity representations relies on pre-existing non-symbolic numerosity representations that refer to the Approximate Number System. To achieve this aim, we estimated the longitudinal relationships between accuracy in the Number Line (NL) test and “blue–yellow dots” test across elementary school children. Data from a four-wave longitudinal study involving schoolchildren in grades 1–4 in Russia and Kyrgyzstan (N = 490, mean age 7.65 years in grade 1) were analyzed. We applied structural equation modeling and tested several competing models. The results revealed that at the start of schooling, the accuracy in the NL test predicted subsequent accuracy in the “blue–yellow dots” test, whereas subsequently, non-symbolic representation in grades 2 and 3 predicted subsequent symbolic representation. These results indicate that the effect of non-symbolic representation on symbolic representation emerges after a child masters the basics of symbolic number knowledge, such as counting in the range of twenty and simple arithmetic. We also examined the extent to which the relationships between non-symbolic and symbolic representations might be explained by fluid intelligence, which was measured by Raven’s Standard Progressive Matrices test. The results revealed that the effect of symbolic representation on non-symbolic representation was explained by fluid intelligence, whereas at the end of elementary school, non-symbolic representation predicted subsequent symbolic representation independently of fluid intelligence.
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Affiliation(s)
- Tatiana Tikhomirova
- Department of Psychology, Lomonosov Moscow State University, Moscow, Russia.,Psychological Institute of Russian Academy of Education, Moscow, Russia
| | - Yulia Kuzmina
- Department of Psychology, Lomonosov Moscow State University, Moscow, Russia.,Psychological Institute of Russian Academy of Education, Moscow, Russia
| | - Irina Lysenkova
- Department of Psychology, Kyrgyz-Russian Slavic University, Bishkek, Kyrgyzstan
| | - Sergey Malykh
- Department of Psychology, Lomonosov Moscow State University, Moscow, Russia.,Psychological Institute of Russian Academy of Education, Moscow, Russia
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14
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Júlio-Costa A, Martins AAS, Wood G, de Almeida MP, de Miranda M, Haase VG, Carvalho MRS. Heterosis in COMT Val158Met Polymorphism Contributes to Sex-Differences in Children's Math Anxiety. Front Psychol 2019; 10:1013. [PMID: 31156495 PMCID: PMC6530072 DOI: 10.3389/fpsyg.2019.01013] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2018] [Accepted: 04/16/2019] [Indexed: 01/03/2023] Open
Abstract
Math anxiety (MA) is a phobic reaction to math activities, potentially impairing math achievement. Higher frequency of MA in females is explainable by the interaction between genetic and environmental factors. The molecular-genetic basis of MA has not been investigated. The COMT Val158Met polymorphism, which affects dopamine levels in the prefrontal cortex, has been associated with anxiety manifestations. The valine allele is associated with lower, and the methionine allele with higher, dopamine availability. In the present study, the effects of sex and COMT Val158Met genotypes on MA were investigated: 389 school children aged 7-12 years were assessed for intelligence, numerical estimation, arithmetic achievement and MA and genotyped for COMT Val158Met polymorphism. The Math Anxiety Questionnaire (MAQ) was used to assess the cognitive and affective components of MA. All genotype groups of boys and girls were comparable regarding genotype frequency, age, school grade, numerical estimation, and arithmetic abilities. We compared the results of all possible genetic models: codominance (Val/Val vs. Val/Met vs. Met/Met), heterosis (Val/Met vs. Val/Val plus Met/Met), valine dominance (Val/Val plus Val/Met vs. Met/Met), and methionine dominance (Met/Met plus Val/Met vs. Val/Val). Models were compared using AIC and AIC weights. No significant differences between girls and boys and no effects of the COMT Val158Met polymorphism on numerical estimation and arithmetic achievement were observed. Sex by genotype effects were significant for intelligence and MA. Intelligence scores were higher in Met/Met girls than in girls with at least one valine allele (valine dominance model). The best fitting model for MA was heterosis. In Anxiety Toward Mathematics, heterozygous individuals presented MA levels close to the grand average regardless of sex. Homozygous boys were significantly less and homozygous girls significantly more math anxious. Heterosis has been seldom explored, but in recent years has emerged as the best genetic model for some phenotypes associated with the COMT Val158Met polymorphism. This is the first study to investigate the genetic-molecular basis of MA.
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Affiliation(s)
- Annelise Júlio-Costa
- Departamento de Psicologia, FAFICH, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Aline Aparecida Silva Martins
- Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-Graduação em Genética, Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Guilherme Wood
- Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino (INCT-ECCE), São Carlos, Brazil
- Department of Neuropsychology, Institute of Psychology, University of Graz, Graz, Austria
| | - Máira Pedroso de Almeida
- Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-Graduação em Genética, Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Marlene de Miranda
- Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-Graduação em Genética, Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Vitor Geraldi Haase
- Departamento de Psicologia, FAFICH, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino (INCT-ECCE), São Carlos, Brazil
- Programa de Pós-Graduação em Psicologia: Cognição e Comportamento, Departamento de Psicologia, FAFICH, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-Graduação em Saúde da Criança e Adolescente, Faculdade de Medicina, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Maria Raquel Santos Carvalho
- Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-Graduação em Genética, Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
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15
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Gashaj V, Oberer N, Mast FW, Roebers CM. Individual differences in basic numerical skills: The role of executive functions and motor skills. J Exp Child Psychol 2019; 182:187-195. [PMID: 30831383 DOI: 10.1016/j.jecp.2019.01.021] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2017] [Revised: 01/23/2019] [Accepted: 01/25/2019] [Indexed: 10/27/2022]
Abstract
The aim of the current study was to explore individual differences in basic numerical skills in a normative sample of 151 kindergarteners (mean age = 6.45 years). Whereas previous research claims a substantial link between executive functions and basic numerical skills, motor abilities have been put forward to explain variance in numerical skills. Regarding the current study, these two assumptions have been combined, revealing interesting results. Namely, executive functions (inhibition, switching, and visuospatial working memory) were found to relate to symbolic numerical skills, and motor skills (gross and fine motor skills) showed a significant correlation to nonsymbolic numerical skills. Suggesting that motor skills and executive functions are associated with basic numerical skills could lead to potential avenues for interventions in certain disorders or disabilities such as nonverbal learning disability, developmental dyscalculia, and developmental coordination disorder.
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Affiliation(s)
- Venera Gashaj
- Department of Psychology, University of Bern, 3012 Bern, Switzerland; Center for Cognition, Learning, and Memory, 3012 Bern, Switzerland.
| | - Nicole Oberer
- Department of Psychology, University of Bern, 3012 Bern, Switzerland; Center for Cognition, Learning, and Memory, 3012 Bern, Switzerland
| | - Fred W Mast
- Department of Psychology, University of Bern, 3012 Bern, Switzerland; Center for Cognition, Learning, and Memory, 3012 Bern, Switzerland
| | - Claudia M Roebers
- Department of Psychology, University of Bern, 3012 Bern, Switzerland; Center for Cognition, Learning, and Memory, 3012 Bern, Switzerland
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Tikhomirova T, Kuzmina Y, Lysenkova I, Malykh S. Development of approximate number sense across the elementary school years: A cross-cultural longitudinal study. Dev Sci 2019; 22:e12823. [PMID: 30811762 DOI: 10.1111/desc.12823] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2018] [Revised: 08/20/2018] [Accepted: 09/07/2018] [Indexed: 01/29/2023]
Abstract
In recent years, there has been growing interest among researchers in exploring approximate number sense (ANS)-the ability to estimate and discriminate quantities without the use of symbols. Despite the growing number of studies on ANS, there have been no cross-cultural longitudinal studies to estimate both the development of ANS and the cross-cultural differences in ANS growth trajectories. In this study, we aimed to estimate the developmental trajectories of ANS from the beginning of formal education to the end of elementary school in two countries, Russia and Kyrgyzstan, which have similar organization of their educational systems but differences in socioeconomic status (SES) and in the results of large-scale educational assessments. To assess the developmental trajectories of ANS, we used a four-wave longitudinal study with 416 participants from two countries and applied the mixed effect growth approach and the latent class growth approach. Our analysis revealed that the rate of growth in ANS accuracy was higher for the Russian sample than for the Kyrgyz sample and that this difference remained significant even after controlling for fluid intelligence. We identified two latent classes of growth trajectories: the first class had a significant growth in ANS, whereas the second class had no growth. Comparing the distribution of latent classes within the two countries revealed that there was a significantly larger proportion of schoolchildren from the second class in Kyrgyzstan than in Russia.
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Affiliation(s)
- Tatiana Tikhomirova
- Department of Psychology, Psychological Institute of Russian Academy of Education, Lomonosov Moscow State University, Moscow, Russia
| | - Yulia Kuzmina
- Department of Psychology, Psychological Institute of Russian Academy of Education, Lomonosov Moscow State University, Moscow, Russia
| | - Irina Lysenkova
- Department of Psychology, Kyrgyz-Russian Slavic University, Bishkek, Kyrgyzstan
| | - Sergey Malykh
- Department of Psychology, Psychological Institute of Russian Academy of Education, Lomonosov Moscow State University, Moscow, Russia
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17
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Tosto MG, Garon-Carrier G, Gross S, Petrill SA, Malykh S, Malki K, Hart SA, Thompson L, Karadaghi RL, Yakovlev N, Tikhomirova T, Opfer JE, Mazzocco MMM, Dionne G, Brendgen M, Vitaro F, Tremblay RE, Boivin M, Kovas Y. The nature of the association between number line and mathematical performance: An international twin study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2018; 89:787-803. [PMID: 30548254 DOI: 10.1111/bjep.12259] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2018] [Revised: 10/29/2018] [Indexed: 01/29/2023]
Abstract
BACKGROUND The 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. AIMS This 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. METHODS Twins were assessed on: (1) estimation of numerical magnitudes using a number line task and (2) two mathematics components: fluency and problem-solving. RESULTS Results 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. CONCLUSIONS Taken 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.
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Affiliation(s)
- Maria Grazia Tosto
- Laboratory 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
| | | | - Susan Gross
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, Ohio, USA
| | - Stephen A Petrill
- Department of Psychology, The Ohio State University, Columbus, Ohio, USA
| | - Sergey Malykh
- Laboratory 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.,Psychological Institute, Russian Academy of Education, Moscow, Russia
| | - Karim Malki
- MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology& Neuroscience, King's College London, UK
| | - Sara A Hart
- Department of Psychology, Florida Center for Reading Research, The Florida State University, Tallahassee, Florida, USA
| | - Lee Thompson
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, Ohio, USA
| | - Rezhaw L Karadaghi
- MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology& Neuroscience, King's College London, UK
| | - Nikita Yakovlev
- Laboratory 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
| | | | - John E Opfer
- Department of Psychology, The Ohio State University, Columbus, Ohio, USA
| | - Michèle M M Mazzocco
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
| | - Ginette Dionne
- School of Psychology, Université Laval, Québec City, Québec, Canada
| | - Mara Brendgen
- Department of Psychology, School of Psychology, Université du Québec à Montréal, Québec, Canada
| | - Frank Vitaro
- Department of Psychoeducation, Department of Pediatrics and Psychology, Université de Montréal, Québec, Canada
| | - Richard E Tremblay
- Laboratory 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.,Department of Psychoeducation, Department of Pediatrics and Psychology, Université de Montréal, Québec, Canada.,School of Public Health, Physiotherapy and Sports Science, University College Dublin, Belfield, Dublin 4, Ireland
| | - Michel Boivin
- Laboratory 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.,School of Psychology, Université Laval, Québec City, Québec, Canada
| | - Yulia Kovas
- Laboratory 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.,MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology& Neuroscience, King's College London, UK.,Department of Psychology, University of London, UK
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18
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Cai D, Zhang L, Li Y, Wei W, Georgiou GK. The Role of Approximate Number System in Different Mathematics Skills Across Grades. Front Psychol 2018; 9:1733. [PMID: 30279672 PMCID: PMC6153330 DOI: 10.3389/fpsyg.2018.01733] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2018] [Accepted: 08/27/2018] [Indexed: 11/13/2022] Open
Abstract
Although approximate number system (ANS) has been found to predict mathematics ability, it remains unclear if both aspects of ANS (symbolic and non-symbolic estimation) contribute equally well to mathematics performance and if their contribution varies as a function of the mathematics outcome and grade level. Thus, in this study, we examined the effects of both aspects of ANS on different mathematics skills across three grade levels. Three hundred eleven children (100 children from kindergarten, 107 children from Grade 2, and 104 children from Grade 4) from two kindergartens and three elementary schools in Shanghai, China, were assessed on measures of ANS (dot estimation and number line estimation), general cognitive ability (nonverbal intelligence, inhibition, and working memory), and mathematics abilities (numerical operations and mathematical problem solving in all grades, early mathematical skills in kindergarten, and calculation fluency in Grades 2 and 4). Results of hierarchical regression analyses showed that, in kindergarten, non-symbolic estimation predicted all mathematics skills even after controlling for age, gender, and general cognitive ability. In Grades 2 and 4, symbolic estimation accounted for unique variance in mathematical problem solving, but not in calculation fluency. Symbolic estimation also predicted numerical operations in Grade 4. Taken together, these findings suggest that in the early phases of mathematics development different aspects of ANS contribute to different mathematics skills.
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Affiliation(s)
- Dan Cai
- College of Education, Shanghai Normal University, Shanghai, China
| | - Linni Zhang
- College of Education, Shanghai Normal University, Shanghai, China
| | - Yan Li
- College of Education, Shanghai Normal University, Shanghai, China
| | - Wei Wei
- College of Education, Shanghai Normal University, Shanghai, China
| | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada
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Wei W, Deng W, Chen C, He J, Qin J, Kovas Y. A Mechanistic Study of the Association Between Symbolic Approximate Arithmetic Performance and Basic Number Magnitude Processing Based on Task Difficulty. Front Psychol 2018; 9:1551. [PMID: 30271357 PMCID: PMC6142405 DOI: 10.3389/fpsyg.2018.01551] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2018] [Accepted: 08/06/2018] [Indexed: 12/02/2022] Open
Abstract
Two types of number magnitude processing – semantic and spatial – are significantly correlated with children’s arithmetic performance. However, it remains unclear whether these abilities are independent predictors of symbolic approximate arithmetic performance. The current study addressed this question by assessing 86 kindergartners (mean age of 5 years and 7 months) on semantic number processing (number comparison task), spatial number processing (number line estimation task), and symbolic approximate arithmetic performance with different levels of difficulty. The results showed that performance on both tasks of number magnitude processing was significantly correlated with symbolic approximate arithmetic performance, but the strength of these correlations was moderated by the difficulty level of the arithmetic task. The simple symbolic approximate arithmetic task was equally related to both tasks. In contrast, for more difficult symbolic approximate arithmetic tasks, the contribution of number comparison ability was smaller than that of the number line estimation ability. These results indicate that the strength of contribution of the different types of numerical processing depends on the difficulty of the symbolic approximate arithmetic task.
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Affiliation(s)
- Wei Wei
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
- *Correspondence: Wei Wei,
| | - Wanying Deng
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | - Chen Chen
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | - Jie He
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | - Jike Qin
- Department of Psychology, The Ohio State University, Columbus, OH, United States
| | - Yulia Kovas
- Department of Psychology, Goldsmiths, University of London, London, United Kingdom
- Laboratory for Cognitive Investigations and Behavioural Genetics, Tomsk State University, Tomsk, Russia
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20
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Nemeh F, Humberstone J, Yates MJ, Reeve RA. Non-symbolic magnitudes are represented spatially: Evidence from a non-symbolic SNARC task. PLoS One 2018; 13:e0203019. [PMID: 30161171 PMCID: PMC6116986 DOI: 10.1371/journal.pone.0203019] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2018] [Accepted: 08/14/2018] [Indexed: 11/18/2022] Open
Abstract
A core proposition in numerical cognition is numbers are represented spatially. Evidence for this proposition comes from the "spatial numerical association of response codes" effect (SNARC) in which faster responses are made by the left/right hand judging whether one of a pair of Arabic digits is smaller/larger than the other. Less is known if a similar SNARC effect exists for non-symbolic magnitudes; and research that has been conducted used stimuli which could be translated into symbolic terms. To overcome this limitation, we employed a referent-to-target judgment paradigm in which a referent dot array (n = 30 dots) was follow by a second array of dots (e.g., n = 45 or 15 dots)-participants judged if the second array contained fewer or more dots than the referent array. Dot arrays with fewer dots were judged more quickly with the left hand compared to the right hand (i.e., a SNARC effect). Not all participants demonstrated a SNARC effect, however. Neither visuospatial working memory nor math ability was associated with the presence/absence of a non-symbolic SNARC effect. Implications of the non-symbolic SNARC effect for accounts of numerical cognition are discussed.
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Affiliation(s)
- Fiona Nemeh
- Melbourne School of Psychological Sciences, University of Melbourne, Victoria, Australia
| | - Judi Humberstone
- Melbourne School of Psychological Sciences, University of Melbourne, Victoria, Australia
| | - Mark J. Yates
- Department of Neurological Surgery, Columbia University, New York, New York, United States of America
| | - Robert A. Reeve
- Melbourne School of Psychological Sciences, University of Melbourne, Victoria, Australia
- * E-mail:
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