Cargando…

Methodological aspects to be considered when measuring the approximate number system (ANS) – a research review

According to a dominant view, the approximate number system (ANS) is the foundation of symbolic math abilities. Due to the importance of math abilities for education and career, a lot of research focuses on the investigation of the ANS and its relationship with math performance. However, the results...

Descripción completa

Detalles Bibliográficos
Autores principales:	Dietrich, Julia F., Huber, Stefan, Nuerk, Hans-Christoph
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2015
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4362052/ https://www.ncbi.nlm.nih.gov/pubmed/25852612 http://dx.doi.org/10.3389/fpsyg.2015.00295

Ejemplares similares

Unbounding the mental number line—new evidence on children's spatial representation of numbers
por: Link, Tanja, et al.
Publicado: (2014)

An integration of competing accounts on children’s number line estimation
por: Dackermann, Tanja, et al.
Publicado: (2015)

A Taxonomy Proposal for Types of Interactions of Language and Place-Value Processing in Multi-Digit Numbers
por: Bahnmueller, Julia, et al.
Publicado: (2018)

On the limits of language influences on numerical cognition – no inversion effects in three-digit number magnitude processing in adults
por: Bahnmueller, Julia, et al.
Publicado: (2015)

Intransparent German number words complicate transcoding – a translingual comparison with Japanese
por: Moeller, Korbinian, et al.
Publicado: (2015)

New Evidence on Causal Relationship between Approximate Number System (ANS) Acuity and Arithmetic Ability in Elementary-School Students: A Longitudinal Cross-Lagged Analysis
por: He, Yunfeng, et al.
Publicado: (2016)

On the interrelation of multiplication and division in secondary school children
por: Huber, Stefan, et al.
Publicado: (2013)

Editorial: On the Development of Space-Number Relations: Linguistic and Cognitive Determinants, Influences, and Associations
por: Cipora, Krzysztof, et al.
Publicado: (2020)

How number-space relationships are assessed before formal schooling: A taxonomy proposal
por: Patro, Katarzyna, et al.
Publicado: (2014)

A Review about Functional Illiteracy: Definition, Cognitive, Linguistic, and Numerical Aspects
por: Vágvölgyi, Réka, et al.
Publicado: (2016)

Editorial: Approximate Number System and Mathematics
por: Li, Jingguang, et al.
Publicado: (2019)

Spatial Presentations, but Not Response Formats Influence Spatial-Numerical Associations in Adults
por: Fischer, Ursula, et al.
Publicado: (2018)

Considering Situational Variety in Contextualized Aging Research – Opinion About Methodological Perspectives
por: Wolf, Friedrich, et al.
Publicado: (2021)

To what extent is dot comparison an appropriate measure of approximate number system?
por: Rodríguez, Cristina, et al.
Publicado: (2023)

How space-number associations may be created in preliterate children: six distinct mechanisms
por: Nuerk, Hans-Christoph, et al.
Publicado: (2015)

Perspective: Why Organizational Researchers Should Consider Psychophysiology When Investigating Emotion?
por: Lajante, Mathieu, et al.
Publicado: (2020)

Task Constraints Affect Mapping From Approximate Number System Estimates to Symbolic Numbers
por: Chesney, Dana L., et al.
Publicado: (2018)

On defining quantifying and measuring the SNARC effect
por: Tzelgov, Joseph, et al.
Publicado: (2013)

A Mental Odd-Even Continuum Account: Some Numbers May Be “More Odd” Than Others and Some Numbers May Be “More Even” Than Others
por: Heubner, Lia, et al.
Publicado: (2018)

Corrigendum: A Mental Odd-Even Continuum Account: Some Numbers May Be “More Odd” Than Others and Some Numbers May Be “More Even” Than Others
por: Heubner, Lia, et al.
Publicado: (2019)

The association between higher education and approximate number system acuity
por: Lindskog, Marcus, et al.
Publicado: (2014)

Arithmetic Training Does Not Improve Approximate Number System Acuity
por: Lindskog, Marcus, et al.
Publicado: (2016)

Measuring acuity of the approximate number system reliably and validly: the evaluation of an adaptive test procedure
por: Lindskog, Marcus, et al.
Publicado: (2013)

Effects of Visual Training of Approximate Number Sense on Auditory Number Sense and School Math Ability
por: Libertus, Melissa E., et al.
Publicado: (2020)

A Systematic Investigation of Accuracy and Response Time Based Measures Used to Index ANS Acuity
por: Dietrich, Julia Felicitas, et al.
Publicado: (2016)

Editorial: Linguistic Influences on Mathematics
por: Dowker, Ann, et al.
Publicado: (2016)

Significant Inter-Test Reliability across Approximate Number System Assessments
por: DeWind, Nicholas K., et al.
Publicado: (2016)

The Approximate Number System Acuity Redefined: A Diffusion Model Approach
por: Park, Joonkoo, et al.
Publicado: (2015)

The Role of Approximate Number System in Different Mathematics Skills Across Grades
por: Cai, Dan, et al.
Publicado: (2018)

Sex Differences in the Processing of Global vs. Local Stimulus Aspects in a Two-Digit Number Comparison Task – An fMRI Study
por: Pletzer, Belinda, et al.
Publicado: (2013)

The developmental onset of symbolic approximation: beyond nonsymbolic representations, the language of numbers matters
por: Xenidou-Dervou, Iro, et al.
Publicado: (2015)

Relation between Approximate Number System Acuity and Mathematical Achievement: The Influence of Fluency
por: Wang, Li, et al.
Publicado: (2016)

Effects of intelligence and approximate number system on the non-symbolic division ability in preschoolers
por: Kwon, Nayun, et al.
Publicado: (2023)

Decimal fraction representations are not distinct from natural number representations – evidence from a combined eye-tracking and computational modeling approach
por: Huber, Stefan, et al.
Publicado: (2014)

Neural correlates of math anxiety – an overview and implications
por: Artemenko, Christina, et al.
Publicado: (2015)

Contribution of working memory in multiplication fact network in children may shift from verbal to visuo-spatial: a longitudinal investigation
por: Soltanlou, Mojtaba, et al.
Publicado: (2015)

A Finger-Based Numerical Training Failed to Improve Arithmetic Skills in Kindergarten Children Beyond Effects of an Active Non-numerical Control Training
por: Schild, Ulrike, et al.
Publicado: (2020)

NIRS in motion—unraveling the neurocognitive underpinnings of embodied numerical cognition
por: Bahnmueller, Julia, et al.
Publicado: (2014)

Children Consider Procedures, Outcomes, and Emotions When Judging the Fairness of Inequality
por: Stowe, Lucy M., et al.
Publicado: (2022)

Visual stimulus parameters seriously compromise the measurement of approximate number system acuity and comparative effects between adults and children
por: Szűcs, Dénes, et al.
Publicado: (2013)

Cannot write session to /tmp/vufind_sessions/sess_htu2ee74ai0388ql8qi03fdulv