Intensive math training does not affect approximate number acuity: Evidence from a three-year longitudinal curriculum intervention
Author(s) / Creator(s)
Sullivan, Jessica
Frank, Michael C.
Barner, David
Abstract / Description
Does nonverbal, approximate number acuity predict mathematics performance? Some studies report a correlation between acuity of representations in the Approximate Number System (ANS) and early math achievement, while others do not. Few previous reports have addressed (1) whether reported correlations remain when other domain-general capacities are considered, and (2) whether such correlations are causal. In the present study, we addressed both questions using a large (N = 204) 3-year longitudinal dataset from a successful math intervention, which included a wide array of non-numerical cognitive tasks. While we replicated past work finding correlations between approximate number acuity and math success, these correlations were very small when other domain-general capacities were considered. Also, we found no evidence that changes to math performance induced changes to approximate number acuity, militating against one class of causal accounts.
Keyword(s)
numerical cognition math mental abacus cognitive developmentPersistent Identifier
Date of first publication
2016-08-05
Journal title
Journal of Numerical Cognition
Volume
2
Issue
2
Page numbers
57–76
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Sullivan, J., Frank, M. C., & Barner, D. (2016). Intensive math training does not affect approximate number acuity: Evidence from a three-year longitudinal curriculum intervention. Journal of Numerical Cognition, 2(2), 57–76. https://doi.org/10.5964/jnc.v2i2.19
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jnc.v2i2.19.pdfAdobe PDF - 1.49MBMD5: 82e42362442aed226bc8dc6661ef1133
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There are no other versions of this object.
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Author(s) / Creator(s)Sullivan, Jessica
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Author(s) / Creator(s)Frank, Michael C.
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Author(s) / Creator(s)Barner, David
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PsychArchives acquisition timestamp2018-11-21T11:42:40Z
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Made available on2018-11-21T11:42:40Z
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Date of first publication2016-08-05
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Abstract / DescriptionDoes nonverbal, approximate number acuity predict mathematics performance? Some studies report a correlation between acuity of representations in the Approximate Number System (ANS) and early math achievement, while others do not. Few previous reports have addressed (1) whether reported correlations remain when other domain-general capacities are considered, and (2) whether such correlations are causal. In the present study, we addressed both questions using a large (N = 204) 3-year longitudinal dataset from a successful math intervention, which included a wide array of non-numerical cognitive tasks. While we replicated past work finding correlations between approximate number acuity and math success, these correlations were very small when other domain-general capacities were considered. Also, we found no evidence that changes to math performance induced changes to approximate number acuity, militating against one class of causal accounts.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationSullivan, J., Frank, M. C., & Barner, D. (2016). Intensive math training does not affect approximate number acuity: Evidence from a three-year longitudinal curriculum intervention. Journal of Numerical Cognition, 2(2), 57–76. https://doi.org/10.5964/jnc.v2i2.19en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/1237
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1429
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/jnc.v2i2.19
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Keyword(s)numerical cognitionen_US
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Keyword(s)mathen_US
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Keyword(s)mental abacusen_US
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Keyword(s)cognitive developmenten_US
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Dewey Decimal Classification number(s)150
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TitleIntensive math training does not affect approximate number acuity: Evidence from a three-year longitudinal curriculum interventionen_US
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DRO typearticle
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Issue2
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Journal titleJournal of Numerical Cognition
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Page numbers57–76
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Volume2
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Visible tag(s)Version of Record