### Abstract

Language | English |
---|---|

Pages | 1222-1229 |

Number of pages | 8 |

Journal | Psychonomic Bulletin & Review |

Volume | 18 |

Issue number | 6 |

DOIs | |

Status | Published - Dec 2011 |

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*Psychonomic Bulletin & Review*,

*18*(6), 1222-1229. DOI: 10.3758/s13423-011-0154-1

**Non-verbal number acuity correlates with symbolic mathematics achievement : But only in children.** / Inglis, Matthew; Attridge, N; Batchelor, Sophie; Gilmore, Camilla.

Research output: Contribution to journal › Article

*Psychonomic Bulletin & Review*, vol 18, no. 6, pp. 1222-1229. DOI: 10.3758/s13423-011-0154-1

}

TY - JOUR

T1 - Non-verbal number acuity correlates with symbolic mathematics achievement

T2 - Psychonomic Bulletin & Review

AU - Inglis,Matthew

AU - Attridge,N

AU - Batchelor,Sophie

AU - Gilmore,Camilla

PY - 2011/12

Y1 - 2011/12

N2 - The process by which adults develop competence in symbolic mathematics tasks is poorly understood. Nonhuman animals, human infants, and human adults all form nonverbal representations of the approximate numerosity of arrays of dots and are capable of using these representations to perform basic mathematical operations. Several researchers have speculated that individual differences in the acuity of such nonverbal number representations provide the basis for individual differences in symbolic mathematical competence. Specifically, prior research has found that 14-year-old children’s ability to rapidly compare the numerosities of two sets of colored dots is correlated with their mathematics achievements at ages 5–11. In the present study, we demonstrated that although when measured concurrently the same relationship holds in children, it does not hold in adults. We conclude that the association between nonverbal number acuity and mathematics achievement changes with age and that nonverbal number representations do not hold the key to explaining the wide variety of mathematical performance levels in adults.

AB - The process by which adults develop competence in symbolic mathematics tasks is poorly understood. Nonhuman animals, human infants, and human adults all form nonverbal representations of the approximate numerosity of arrays of dots and are capable of using these representations to perform basic mathematical operations. Several researchers have speculated that individual differences in the acuity of such nonverbal number representations provide the basis for individual differences in symbolic mathematical competence. Specifically, prior research has found that 14-year-old children’s ability to rapidly compare the numerosities of two sets of colored dots is correlated with their mathematics achievements at ages 5–11. In the present study, we demonstrated that although when measured concurrently the same relationship holds in children, it does not hold in adults. We conclude that the association between nonverbal number acuity and mathematics achievement changes with age and that nonverbal number representations do not hold the key to explaining the wide variety of mathematical performance levels in adults.

UR - http://www.scopus.com/inward/record.url?scp=81355123378&partnerID=8YFLogxK

UR - http://link.springer.com/article/10.3758%2Fs13423-011-0154-1

UR - http://dx.doi.org/10.3758/s13423-011-0154-1

U2 - 10.3758/s13423-011-0154-1

DO - 10.3758/s13423-011-0154-1

M3 - Article

VL - 18

SP - 1222

EP - 1229

JO - Psychonomic Bulletin & Review

JF - Psychonomic Bulletin & Review

SN - 1069-9384

IS - 6

ER -