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Significant Inter-Test Reliability across Approximate Number System Assessments

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Frontiers in Psychology 7 (2016)

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  1. Young Children Intuitively Divide Before They Recognize the Division Symbol.Emily Szkudlarek,Haobai Zhang,Nicholas K. DeWind &Elizabeth M. Brannon -2022 -Frontiers in Human Neuroscience 16.
    Children bring intuitive arithmetic knowledge to the classroom before formal instruction in mathematics begins. For example, children can use their number sense to add, subtract, compare ratios, and even perform scaling operations that increase or decrease a set of dots by a factor of 2 or 4. However, it is currently unknown whether children can engage in a true division operation before formal mathematical instruction. Here we examined the ability of 6- to 9-year-old children and college students to perform symbolic (...) and non-symbolic approximate division. Subjects were presented with non-symbolic or symbolic dividends ranging from 32 to 185, and non-symbolic divisors ranging from 2 to 8. Subjects compared their imagined quotient to a visible target quantity. Both children and adults were successful at the approximate division tasks in both dots and numeral formats. This was true even among the subset of children that could not recognize the division symbol or solve simple division equations, suggesting intuitive division ability precedes formal division instruction. For both children and adults, the ability to divide non-symbolically mediated the relation between Approximate Number System acuity and symbolic math performance, suggesting that the ability to calculate non-symbolically may be a mechanism of the relation between ANS acuity and symbolic math. Our findings highlight the intuitive arithmetic abilities children possess before formal math instruction. (shrink)
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  • Number sense biases children's area judgments.Rachel C. Tomlinson,Nicholas K. DeWind &Elizabeth M. Brannon -2020 -Cognition 204 (C):104352.
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  • Modeling Magnitude Discrimination: Effects of Internal Precision and Attentional Weighting of Feature Dimensions.Emily M. Sanford,Chad M. Topaz &Justin Halberda -2024 -Cognitive Science 48 (2):e13409.
    Given a rich environment, how do we decide on what information to use? A view of a single entity (e.g., a group of birds) affords many distinct interpretations, including their number, average size, and spatial extent. An enduring challenge for cognition, therefore, is to focus resources on the most relevant evidence for any particular decision. In the present study, subjects completed three tasks—number discrimination, surface area discrimination, and convex hull discrimination—with the same stimulus set, where these three features were orthogonalized. (...) Therefore, only the relevant feature provided consistent evidence for decisions in each task. This allowed us to determine how well humans discriminate each feature dimension and what evidence they relied on to do so. We introduce a novel computational approach that fits both feature precision and feature use. We found that the most relevant feature for each decision is extracted and relied on, with minor contributions from competing features. These results suggest that multiple feature dimensions are separately represented for each attended ensemble of many items and that cognition is efficient at selecting the appropriate evidence for a decision. (shrink)
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  • The contributions of numerical acuity and non-numerical stimulus features to the development of the number sense and symbolic math achievement.Ariel Starr,Nicholas K. DeWind &Elizabeth M. Brannon -2017 -Cognition 168 (C):222-233.
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  • Using Hierarchical Linear Models to Examine Approximate Number System Acuity: The Role of Trial-Level and Participant-Level Characteristics.Emily J. Braham,Leanne Elliott &Melissa E. Libertus -2018 -Frontiers in Psychology 9.
  • Comparing Numerical Comparison Tasks: A Meta-Analysis of the Variability of the Weber Fraction Relative to the Generation Algorithm.Mathieu Guillaume &Amandine Van Rinsveld -2018 -Frontiers in Psychology 9.
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