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Improving mathematics performance in 7-year-old children: Training the mapping from estimated quantities to Arabic digits ...
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Determiners are "conservative" because their meanings are not relations: evidence from verification
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In: Semantics and Linguistic Theory; Proceedings of SALT 30; 206-226 ; 2163-5951 (2021)
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Age and Species Comparisons of Visual Mental Manipulation Ability as Evidence for its Development and Evolution
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In: Sci Rep (2020)
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Effects of Visual Training of Approximate Number Sense on Auditory Number Sense and School Math Ability
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In: Front Psychol (2020)
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The Precision of Mapping Between Number Words and the Approximate Number System Predicts Children’s Formal Math Abilities
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Abstract:
Children can represent number in at least two ways: by using their non-verbal, intuitive Approximate Number System (ANS), and by using words and symbols to count and represent numbers exactly. Further, by the time they are five years old, children can map between the ANS and number words, as evidenced by their ability to verbally estimate numbers of items without counting. How does the quality of the mapping between approximate and exact numbers relate to children’s math abilities? The role of the ANS-number word mapping in math competence remains controversial for at least two reasons. First, previous work has not examined the relation between verbal estimation and distinct subtypes of math abilities. Second, previous work has not addressed how distinct components of verbal estimation – mapping accuracy and variability – might each relate to math performance. Here, we address these gaps by measuring individual differences in ANS precision, verbal number estimation, and formal and informal math abilities in 5- to 7-year-old children. We found that verbal estimation variability, but not estimation accuracy, predicted formal math abilities even when controlling for age, expressive vocabulary, and ANS precision, and that it mediated the link between ANS precision and overall math ability. These findings suggest that variability in the ANS-number word mapping may be especially important for formal math abilities.
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URL: http://www.ncbi.nlm.nih.gov/pubmed/27348475 https://doi.org/10.1016/j.jecp.2016.06.003 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4969135/
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Eye movements reveal distinct encoding patterns for number and cumulative surface area in random dot arrays
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Understanding the mapping between numerical approximation and number words: Evidence from Williams syndrome and typical development
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Links Between the Intuitive Sense of Number and Formal Mathematics Ability
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Young Children’s Understanding of “More” and Discrimination of Number and Surface Area
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