Improving arithmetic performance with number sense training: an investigation of underlying mechanism.
Improving arithmetic performance with number sense training: an investigation of underlying mechanism.
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DOI：
10.1016/j.cognition.2014.06.011
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发表时间：
2014-10
期刊：
影响因子：
3.4
通讯作者：
Brannon EM
中科院分区：
文献类型：
--
作者：
Park J;Brannon EM
非语言的原始数感允许在不使用数字符号的情况下对数字量进行近似估计和心理操作。在最近的一项成人随机对照干预研究中，我们证明了非符号近似算术任务的重复训练可以提高精确符号算术的表现，这表明原始数感与算术能力之间存在因果关系。在这里，我们研究了这种因果关系背后的潜在机制。我们构建了多个训练条件，旨在分离近似算术任务的不同认知成分。然后，我们评估了这些训练条件在提高成人精确符号算术方面的有效性。我们发现，近似算术训练，而不是数值比较、数值匹配或视觉空间短期记忆训练，提高了符号算术性能。此外，第二个实验显示，我们的近似算术任务不需要数字的口头编码，排除了参与者在近似算术训练中使用精确符号策略的另一种解释。基于这些结果，我们提出非语言数量操作是驱动原始数感与符号算术能力之间联系的关键因素之一。未来的工作应该探索这一发现的含义，即在幼儿巩固符号数理解之前，对他们进行近似算术任务的训练可能有助于提高他们对数学教育的准备程度。
A nonverbal primitive number sense allows approximate estimation and mental manipulations on numerical quantities without the use of numerical symbols. In a recent randomized controlled intervention study in adults, we demonstrated that repeated training on a non-symbolic approximate arithmetic task resulted in improved exact symbolic arithmetic performance, suggesting a causal relationship between the primitive number sense and arithmetic competence. Here, we investigate the potential mechanisms underlying this causal relationship. We constructed multiple training conditions designed to isolate distinct cognitive components of the approximate arithmetic task. We then assessed the effectiveness of these training conditions in improving exact symbolic arithmetic in adults. We found that training on approximate arithmetic, but not on numerical comparison, numerical matching, or visuo-spatial short-term memory, improves symbolic arithmetic performance. In addition, a second experiment revealed that our approximate arithmetic task does not require verbal encoding of number, ruling out an alternative explanation that participants use exact symbolic strategies during approximate arithmetic training. Based on these results, we propose that nonverbal numerical quantity manipulation is one key factor that drives the link between the primitive number sense and symbolic arithmetic competence. Future work should explore implications from this finding that training young children on approximate arithmetic tasks even before they solidify the symbolic number understanding may be fruitful for improving readiness for math education.
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