In How Many Ways is the Approximate Number System Associated with Exact Calculation?

被引：44

作者：

Pinheiro-Chagas, Pedro ^{[1
,2
,3
]}

Wood, Guilherme ^{[4
]}

Knops, Andre ^{[5
]}

Krinzinger, Helga ^{[6
]}

Lonnemann, Jan ^{[7
,8
]}

Starling-Alves, Isabella ^{[3
]}

Willmes, Klaus ^{[9
]}

Haase, Vitor Geraldi ^{[3
,10
,11
]}

机构：

[1] INSERM, Cognit Neuroimaging Unit, U992, Gif Sur Yvette, France

[2] CEA, NeuroSpin Ctr, Inst BioImaging, Gif Sur Yvette, France

[3] Univ Fed Minas Gerais, Dept Psychol, Dev Neuropsychol Lab, Belo Horizonte, MG, Brazil

[4] Karl Franzens Univ Graz, Dept Neuropsychol, Inst Psychol, Graz, Austria

[5] Humboldt Univ, Fac Life Sci, D-10099 Berlin, Germany

[6] Univ Hosp RWTH, Dept Child & Adolescent Psychiat, Sect Child Neuropsychol, Aachen, Germany

[7] German Inst Int Educ Res, Frankfurt, Germany

[8] Ctr Individual Dev & Adapt Educ Children Risk IDe, Frankfurt, Germany

[9] Univ Hosp RWTH, Sect Neuropsychol, Dept Neurol, Aachen, Germany

[10] Univ Fed Minas Gerais, Programa Posgrad Neurociencias, Belo Horizonte, MG, Brazil

[11] Univ Fed Minas Gerais, Fac Med, Programa Posgrad Saude Crianca & Adolescente, Belo Horizonte, MG, Brazil

来源：

PLOS ONE | 2014年 / 9卷 / 11期

基金：

奥地利科学基金会;

关键词：

INDIVIDUAL-DIFFERENCES; ACUITY; MAGNITUDE; REPRESENTATIONS; ACHIEVEMENT; PERFORMANCE; CORRELATE; CHILDREN; SKILLS; SENSE;

D O I：

10.1371/journal.pone.0111155

中图分类号：

O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];

学科分类号：

07 ; 0710 ; 09 ;

摘要：

The approximate number system (ANS) has been consistently found to be associated with math achievement. However, little is known about the interactions between the different instantiations of the ANS and in how many ways they are related to exact calculation. In a cross-sectional design, we investigated the relationship between three measures of ANS acuity (non-symbolic comparison, non-symbolic estimation and non-symbolic addition), their cross-sectional trajectories and specific contributions to exact calculation. Children with mathematical difficulties (MD) and typically achieving (TA) controls attending the first six years of formal schooling participated in the study. The MD group exhibited impairments in multiple instantiations of the ANS compared to their TA peers. The ANS acuity measured by all three tasks positively correlated with age in TA children, while no correlation was found between non-symbolic comparison and age in the MD group. The measures of ANS acuity significantly correlated with each other, reflecting at least in part a common numerosity code. Crucially, we found that non-symbolic estimation partially and non-symbolic addition fully mediated the effects of non-symbolic comparison in exact calculation.

引用

页数：13

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