In how many ways is the approximate number system associated with exact calculation?
In how many ways is the approximate number system associated with exact calculation?
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DOI：
10.1371/journal.pone.0111155
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发表时间：
2014
期刊：
影响因子：
3.7
通讯作者：
Haase VG
中科院分区：
文献类型：
--
作者：
Pinheiro-Chagas P;Wood G;Knops A;Krinzinger H;Lonnemann J;Starling-Alves I;Willmes K;Haase VG
近似数字系统（ANS）一直被发现与数学成绩有关。然而，关于ANS的不同实例之间的相互作用以及它们与精确计算相关的方式知之甚少。在横截面设计中，我们研究了ANS敏锐度的三个措施（非符号比较，非符号估计和非符号添加），其横截面轨迹和具体的贡献精确计算之间的关系。参加前六年正规学校教育的数学困难（MD）和通常实现（TA）控制的儿童参加了这项研究。MD组与TA组相比，在ANS的多个实例中表现出损伤。TA儿童的ANS敏锐度与年龄呈正相关，而MD儿童的非符号比较与年龄无相关性。ANS敏锐度的措施显着相互关联，至少部分反映了一个共同的数字编码。关键的是，我们发现，非符号估计部分和非符号加法完全介导的精确计算中的非符号比较的影响。
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.
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