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Doz E, Cuder A, Pellizzoni S, Granello F, Passolunghi MC. The interplay between ego-resiliency, math anxiety and working memory in math achievement. PSYCHOLOGICAL RESEARCH 2024:10.1007/s00426-024-01995-0. [PMID: 38940822 DOI: 10.1007/s00426-024-01995-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2024] [Accepted: 06/14/2024] [Indexed: 06/29/2024]
Abstract
Previous research has suggested that math anxiety may contribute to poor math performance by interfering with working memory. However, only a limited number of studies investigated the mediating role of working memory in the math anxiety-math performance link in school-aged children. Unlike math anxiety, ego-resiliency is a personality resource that promotes the management of challenges and has been positively associated with math performance and negatively with anxiety. Nevertheless, there is still limited understanding regarding the specific role of ego-resiliency in math learning and how it relates to math anxiety. This study aimed to investigate conjunctly the interplay between primary school children's ego-resiliency, math anxiety, working memory, and performance on two different math tasks (i.e., arithmetic task and word problem-solving task), after controlling for general anxiety and age. The study involved 185 Italian children from grades 3 to 5. Serial multi-mediational analyses revealed that: (1) ego-resiliency has a positive indirect effect on math achievement through two paths - math anxiety, and math anxiety and working memory; (2) the study replicated previous findings showing that working memory partially mediated the relationship between math anxiety and math performance; (3) similar patterns of results were found for both math skills. The study identifies ego-resiliency as a possible protective factor in the development of math anxiety and suggests that ego-resiliency could be worth considering when designing interventions aimed at reducing negative emotions towards mathematics.
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Affiliation(s)
- Eleonora Doz
- Department of Life Sciences, University of Trieste, via Weiss 21 (Building W), Trieste, 34128, Italy
| | - Alessandro Cuder
- Department of Life Sciences, University of Trieste, via Weiss 21 (Building W), Trieste, 34128, Italy
| | - Sandra Pellizzoni
- Department of Life Sciences, University of Trieste, via Weiss 21 (Building W), Trieste, 34128, Italy
| | - Federica Granello
- Department of Life Sciences, University of Trieste, via Weiss 21 (Building W), Trieste, 34128, Italy
| | - Maria Chiara Passolunghi
- Department of Life Sciences, University of Trieste, via Weiss 21 (Building W), Trieste, 34128, Italy.
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2
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Spiller J, Clayton S, Cragg L, Johnson S, Simms V, Gilmore C. Higher level domain specific skills in mathematics; The relationship between algebra, geometry, executive function skills and mathematics achievement. PLoS One 2023; 18:e0291796. [PMID: 37931003 PMCID: PMC10627446 DOI: 10.1371/journal.pone.0291796] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Accepted: 09/06/2023] [Indexed: 11/08/2023] Open
Abstract
Algebra and geometry are important components of mathematics that are often considered gatekeepers for future success. However, most studies that have researched the cognitive skills required for success in mathematics have only considered the domain of arithmetic. We extended models of mathematical skills to consider how executive function skills play both a direct role in secondary-school-level mathematical achievement as well as an indirect role via algebra and geometry, alongside arithmetic. We found that verbal and visuospatial working memory were indirectly associated with mathematical achievement via number fact knowledge, calculation skills, algebra and geometry. Inhibition was also indirectly associated with mathematical achievement via number fact knowledge and calculation skills. These findings highlight that there are multiple mechanisms by which executive function skills may be involved in mathematics outcomes. Therefore, using specific measures of mathematical processes as well as context-rich assessments of mathematical achievement is important to understand these mechanisms.
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Affiliation(s)
- Jayne Spiller
- Centre for Mathematical Cognition, Loughborough University, Loughborough, United Kingdom
- School of Psychology and Vision Sciences, University of Leicester, Leicester, United Kingdom
| | - Sarah Clayton
- Department of Health Sciences, University of Leicester, Leicester, United Kingdom
| | - Lucy Cragg
- School of Psychology, University of Nottingham, Nottingham, United Kingdom
| | - Samantha Johnson
- Department of Health Sciences, University of Leicester, Leicester, United Kingdom
| | - Victoria Simms
- School of Psychology, Ulster University, Coleraine, United Kingdom
| | - Camilla Gilmore
- Centre for Mathematical Cognition, Loughborough University, Loughborough, United Kingdom
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3
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Ünal ZE, Kartal G, Ulusoy S, Ala AM, Yilmaz MZ, Geary DC. Relative Contributions of g and Basic Domain-Specific Mathematics Skills to Complex Mathematics Competencies. INTELLIGENCE 2023; 101:101797. [PMID: 38053742 PMCID: PMC10695353 DOI: 10.1016/j.intell.2023.101797] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/07/2023]
Abstract
Meta-analytic structural equation modeling was used to estimate the relative contributions of general cognitive ability or g (defined by executive functions, short-term memory, and intelligence) and basic domain-specific mathematical abilities to performance in more complex mathematics domains. The domain-specific abilities included mathematics fluency (e.g., speed of retrieving basic facts), computational skills (i.e., accuracy at solving multi-step arithmetic, algebra, or geometry problems), and word problems (i.e., mathematics problems presented in narrative form). The core analysis included 448 independent samples and 431,344 participants and revealed that g predicted performance in all three mathematics domains. Mathematics fluency contributed to the prediction of computational skills, and both mathematics fluency and computational skills predicted word problem performance, controlling g. The relative contribution of g was consistently larger than basic domain-specific abilities, although the latter may be underestimated. The patterns were similar across younger and older individuals, individuals with and without a disability (e.g., learning disability), concurrent and longitudinal assessments, and family socioeconomic status, and have implications for fostering mathematical development.
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Affiliation(s)
- Zehra E. Ünal
- Department of Psychological Sciences, University of Missouri
| | - Gamze Kartal
- Department of Educational Psychology, University of Illinois-Urbana Champaign
| | - Serra Ulusoy
- Department of Mathematics and Science Education, Bogazici University
| | - Asli M. Ala
- Department of Mathematics Education, Erzincan University
| | - Münibe Z. Yilmaz
- Department of Counseling, Leadership, Adult Education, and School Psychology, Texas State University
| | - David C. Geary
- Department of Psychological Sciences, University of Missouri
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4
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Dumontheil I, Wilkinson HR, Farran EK, Smid C, Modhvadia R, Mareschal D. How Do Executive Functions Influence Children's Reasoning About Counterintuitive Concepts in Mathematics and Science? JOURNAL OF COGNITIVE ENHANCEMENT 2023; 7:257-275. [PMID: 38186609 PMCID: PMC10770252 DOI: 10.1007/s41465-023-00271-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2023] [Accepted: 08/01/2023] [Indexed: 01/09/2024]
Abstract
Many scientific and mathematical concepts are counterintuitive because they conflict with misleading perceptual cues or incorrect naive theories that we build from our everyday experiences of the world. Executive functions (EFs) influence mathematics and science achievement, and inhibitory control (IC), in particular, might facilitate counterintuitive reasoning. Stop & Think (S&T) is a computerised learning activity that trains IC skills. It has been found effective in improving primary children's mathematics and science academic performance in a large scale RCT trial (Palak et al., 2019; Wilkinson et al., Journal of Cognitive Enhancement, 4, 296-314, 2020). The current study aimed to investigate the role of EFs and the moderating effects of S&T training on counterintuitive mathematics and science reasoning. A sample of 372 children in school Years 3 (7- to 8-year-olds) and 5 (9- to 10-year-olds) were allocated to S&T, active control or teaching as usual conditions, and completed tasks assessing verbal and visuospatial working memory (WM), IC, IQ, and counterintuitive reasoning, before and after training. Cross-sectional associations between counterintuitive reasoning and EF were found in Year 5 children, with evidence of a specific role of verbal WM. The intervention benefited counterintuitive reasoning in Year 3 children only and EF measures were not found to predict which children would most benefit from the intervention. Combined with previous research, these results suggest that individual differences in EF play a lesser role in counterintuitive reasoning in younger children, while older children show a greater association between EFs and counterintuitive reasoning and are able to apply the strategies developed during the S&T training to mathematics and science subjects. This work contributes to understanding why specifically the S&T intervention is effective. This work was preregistered with the ISRCTN registry (TRN: 54726482) on 10/10/2017. Supplementary Information The online version contains supplementary material available at 10.1007/s41465-023-00271-0.
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Affiliation(s)
- Iroise Dumontheil
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, Henry Wellcome Building, Malet Street, London, WC1E 7HX UK
| | - Hannah R. Wilkinson
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, Henry Wellcome Building, Malet Street, London, WC1E 7HX UK
| | - Emily K. Farran
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- School of Psychology, University of Surrey, Guildford, UK
| | - Claire Smid
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - Roshni Modhvadia
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- School of Psychology, University of Surrey, Guildford, UK
| | - Denis Mareschal
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, Henry Wellcome Building, Malet Street, London, WC1E 7HX UK
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5
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McDougal E, Silverstein P, Treleaven O, Jerrom L, Gilligan-Lee KA, Gilmore C, Farran EK. Associations and indirect effects between LEGO® construction and mathematics performance. Child Dev 2023; 94:1381-1397. [PMID: 37186278 DOI: 10.1111/cdev.13933] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Revised: 11/22/2022] [Accepted: 03/01/2023] [Indexed: 05/17/2023]
Abstract
There is a known association between LEGO® construction ability and mathematics achievement, yet the mechanisms which drive this association are largely unknown. This study investigated the spatial mechanisms underlying this association, and whether this differs for concrete versus digital construction. Between January 2020 and July 2021, children aged 7-9 years (N = 358, 189 female, ethnicity not recorded) completed spatial and mathematics tasks, and either a concrete or digital Lego construction task. Mediation analyses examining direct and indirect pathways (through spatial skills) between Lego construction ability and mathematics explained 8.4% to 26.6% of variance in mathematics scores. Exploratory moderated mediation analyses revealed that only the indirect path through mental rotation differed between Lego conditions. Findings are discussed in relation to theories of spatial-numerical associations and the potential of Lego training for mathematics improvement.
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Affiliation(s)
| | - Priya Silverstein
- Institute for Globally Distributed Open Research and Education, Preston, UK
| | | | | | - Katie A Gilligan-Lee
- University of Surrey, Guildford, UK
- Department of Psychological Sciences, Centre for Educational Neuroscience, Birkbeck University of London, London, UK
- School of Psychology, University College Dublin, Dublin, Ireland
| | | | - Emily K Farran
- University of Surrey, Guildford, UK
- Institute for Globally Distributed Open Research and Education, Preston, UK
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6
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Cuder A, Živković M, Doz E, Pellizzoni S, Passolunghi MC. The relationship between math anxiety and math performance: The moderating role of visuospatial working memory. J Exp Child Psychol 2023; 233:105688. [PMID: 37156081 DOI: 10.1016/j.jecp.2023.105688] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2022] [Revised: 02/17/2023] [Accepted: 03/23/2023] [Indexed: 05/10/2023]
Abstract
According to the processing efficiency theory (PET), math anxiety would interfere with working memory resources, negatively affecting mathematical abilities. To date, few studies have explored how the interaction between math anxiety and working memory would affect different types of math tasks, especially in primary school children. Therefore, the purpose of this study was to explore whether the interplay between math anxiety and working memory would influence performance in numerical operations (i.e., math fluency task) and mathematical reasoning (i.e., math reasoning task) in a group of primary school children (N = 202). Results showed that visuospatial working memory appeared to moderate the relationship between math anxiety and math performance when the math fluency task was considered, indicating that participants with higher levels of working memory were more negatively affected by math anxiety. No interaction effect was found for the math reasoning task in which students' scores were explained only by visuospatial working memory. The findings suggest that math anxiety and visuospatial working memory interact to influence performance in the math fluency task and that this effect may vary depending on the strategies used to complete the task. On the other hand, results on the math reasoning task showed that visuospatial working memory continues to have a positive effect on the math performance independently of math anxiety. The implications in the educational setting are discussed, pointing to the importance of monitoring and intervention studies on affective factors.
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Affiliation(s)
- Alessandro Cuder
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy
| | - Marija Živković
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy
| | - Eleonora Doz
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy
| | - Sandra Pellizzoni
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy.
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7
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Ji Z, Guo K. The association between working memory and mathematical problem solving: A three-level meta-analysis. Front Psychol 2023; 14:1091126. [PMID: 37057173 PMCID: PMC10086603 DOI: 10.3389/fpsyg.2023.1091126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2022] [Accepted: 03/06/2023] [Indexed: 03/30/2023] Open
Abstract
Although working memory (WM) is an important factor in mathematical problem solving (MPS), it remains unclear how well WM relates to MPS. Thus, we aimed to determine this relationship by using a meta-analysis. We searched electronic databases for studies published between 2000 and 2020 and established operational criteria. We conducted Egger’s regression tests and created funnel plots to test for publication bias. Finally, a three-level meta-analytic model analysis of data from 130 studies involving 43,938 participants and 1,355 effect sizes revealed a moderate relationship between WM and MPS (r = 0.280, 95% CI = [0.263, 0.314]). Moreover, moderator analyses showed that: (1) dressed-up word problems were more strongly tied to WM than to intra-mathematical problems; (2) the central executive function showed the strongest relation with MPS, whereas the phonological loop had the weakest; (3) gender ratio had significant moderating effects; and (4) some of the above-mentioned significant moderating effects were unique after controlling for other factors. Implications for research and practice were also discussed.
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8
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Zhang Y, Tolmie A, Gordon R. The Relationship between Working Memory and Arithmetic in Primary School Children: A Meta-Analysis. Brain Sci 2022; 13:brainsci13010022. [PMID: 36672004 PMCID: PMC9856839 DOI: 10.3390/brainsci13010022] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Revised: 12/08/2022] [Accepted: 12/13/2022] [Indexed: 12/24/2022] Open
Abstract
Working memory (WM) plays a crucial role in the development of arithmetic ability. However, research findings related to which factors influence the relationship between WM and arithmetic skills are inconsistent. The present meta-analysis aimed to examine the links between WM and arithmetic in primary school children and investigate whether this is dependent on WM domains (i.e., verbal, visual, spatial), child age, arithmetic operation type, and arithmetic task type. A total of 11,224 participants with an age range of 6- to 12 years, from 55 independent samples were included in the meta-analysis. Analysis of 46 studies with 187 effect sizes revealed an overall significant and medium correlation between WM and arithmetic. Heterogeneity analyses indicated that verbal WM showed a stronger correlation with arithmetic than visuospatial WM, and that correlations between verbal WM and arithmetic declined with age, whereas correlations between spatial-sequential, and spatial-simultaneous WM and arithmetic remained stable throughout development. Addition and subtraction were more involved in verbal WM than multiplication and division. Moreover, mental and written arithmetic showed comparable correlations with WM in all domains. These findings suggest moderation effects of WM domains, age, and operation types in the WM-arithmetic relationship and highlight the significant role of verbal WM in arithmetic ability in primary school children.
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9
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The role of domain general factors (spatial, executive function, working memory, attention and fine motor skills) in numerical processing in early childhood. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03350-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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10
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Zaleznik E, Comeau O, Park J. EXPRESS: Arithmetic operations without symbols are unimpaired in adults with math anxiety. Q J Exp Psychol (Hove) 2022; 76:1264-1274. [PMID: 35775834 DOI: 10.1177/17470218221113555] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study characterizes a previously unstudied facet of a major causal model of math anxiety. The model posits that impaired "basic number abilities" can lead to math anxiety, but what constitutes a basic number ability remains underdefined. Previous work has raised the idea that our perceptual ability to represent quantities approximately without using symbols constitutes one of the basic number abilities. Indeed, several recent studies tested how participants with math anxiety estimate and compare non-symbolic quantities. However, little is known about how participants with math anxiety perform arithmetic operations (addition and subtraction) on non-symbolic quantities. This is an important question because poor arithmetic performance on symbolic numbers is one of the primary signatures of high math anxiety. To test the question, we recruited 92 participants and asked them to complete a math anxiety survey, two measures of working memory, a timed symbolic arithmetic test, and a non-symbolic "approximate arithmetic" task. We hypothesized that if impaired ability to perform operations was a potential causal factor to math anxiety, we should see relationships between math anxiety and both symbolic and approximate arithmetic. However, if math anxiety relates to precise or symbolic representation, only a relationship between math anxiety and symbolic arithmetic should appear. Our results show no relationship between math anxiety and the ability to perform operations with approximate quantities, suggesting that difficulties performing perceptually based arithmetic operations does not constitute a basic number ability linked to math anxiety.
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Affiliation(s)
- Eli Zaleznik
- Department of Psychological and Brain Sciences 14707
| | - Olivia Comeau
- Department of Psychological and Brain Sciences 14707.,Commonwealth Honors College University of Massachusetts Amherst, U.S.A
| | - Joonkoo Park
- Department of Psychological and Brain Sciences 14707.,Commonwealth Honors College University of Massachusetts Amherst, U.S.A
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11
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Intra-Subject Variability in Mathematical Learning Difficulties. J Cogn 2022; 5:33. [PMID: 36072114 PMCID: PMC9400629 DOI: 10.5334/joc.226] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Accepted: 05/12/2022] [Indexed: 11/20/2022] Open
Abstract
Objective: Method: Results: Conclusions:
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12
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Rossi S, Xenidou‐Dervou I, Simsek E, Artemenko C, Daroczy G, Nuerk H, Cipora K. Mathematics–gender stereotype endorsement influences mathematics anxiety, self‐concept, and performance differently in men and women. Ann N Y Acad Sci 2022; 1513:121-139. [PMID: 35429357 PMCID: PMC9545177 DOI: 10.1111/nyas.14779] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Mathematics anxiety (MA) is negatively associated with mathematics performance. Although some aspects, such as mathematics self‐concept (M self‐concept), seem to modulate this association, the underlying mechanism is still unclear. In addition, the false gender stereotype that women are worse than men in mathematics can have a detrimental effect on women. The role that the endorsement of this stereotype (mathematics–gender stereotype (MGS) endorsement) can play may differ between men and women. In this study, we investigated how MA and mathematics self‐concept relate to arithmetic performance when considering one's MGS endorsement and gender in a large sample (n = 923) of university students. Using a structural equation modeling approach, we found that MA and mathematics self‐concept mediated the effect of MGS endorsement in both men and women. For women, MGS endorsement increased their MA level, while in men, it had the opposite effect (albeit weak). Specifically, in men, MGS endorsement influenced the level of the numerical components of MA, but, unlike women, it also positively influenced their mathematics self‐concept. Moreover, men and women perceived the questions included in the considered instruments differently, implying that the scores obtained in these questionnaires may not be directly comparable between genders, which has even broader theoretical and methodological implications for MA research.
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Affiliation(s)
- Serena Rossi
- Centre for Mathematical Cognition Loughborough University Loughborough United Kingdom
| | - Iro Xenidou‐Dervou
- Centre for Mathematical Cognition Loughborough University Loughborough United Kingdom
| | - Emine Simsek
- Centre for Mathematical Cognition Loughborough University Loughborough United Kingdom
- Talim ve Terbiye Kurulu Baskanligi MEB, Ankara Turkey
| | - Christina Artemenko
- Department of Psychology University of Tübingen Tübingen Germany
- LEAD Graduate School & Research Network University of Tübingen Tübingen Germany
| | - Gabriella Daroczy
- Department of Psychology University of Tübingen Tübingen Germany
- LEAD Graduate School & Research Network University of Tübingen Tübingen Germany
| | - Hans‐Christoph Nuerk
- Department of Psychology University of Tübingen Tübingen Germany
- LEAD Graduate School & Research Network University of Tübingen Tübingen Germany
| | - Krzysztof Cipora
- Centre for Mathematical Cognition Loughborough University Loughborough United Kingdom
- Department of Psychology University of Tübingen Tübingen Germany
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13
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Patterns of Attention and Anxiety in Predicting Arithmetic Fluency among School-Aged Children. Brain Sci 2022; 12:brainsci12030376. [PMID: 35326332 PMCID: PMC8946815 DOI: 10.3390/brainsci12030376] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Revised: 03/09/2022] [Accepted: 03/10/2022] [Indexed: 02/06/2023] Open
Abstract
Although the interaction between anxiety and attention is considered crucial for learning and performance in mathematics, few studies have examined these cognitive and affective predictors in a single framework or explored the role of sustained attention in promoting children’s arithmetic performance, using traditional linear analyses and latent profile analysis (LPA). In this paper, state anxieties (in a math test and in an attention test situation), general anxiety traits, sustained attention (performance-based test and attention deficit/hyperactivity disorder (ADHD) self-ratings) and math achievement of 403 fourth and fifth graders (55.8% girls) were assessed. A negative correlation between state anxiety prior to the math test and arithmetic achievements was identified, even when controlling for other non-math related state anxieties and general anxiety. Sustained attention was a strong predictor of arithmetic achievement and functioned as a moderator in the anxiety-performance link. LPA identified six distinct profiles that revealed a complex relationship with arithmetic fluency. The weakest achievement was found for a specific math anxiety subgroup. The findings highlight the important role of the interaction of anxiety and sustained attention in children’s ability to perform math and enable new conclusions about the specific nature of math anxiety. Implications for future research are discussed.
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14
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Zhang D, Zhou L, Yang A, Li S, Chang C, Liu J, Zhou K. A connectome-based neuromarker of nonverbal number acuity and arithmetic skills. Cereb Cortex 2022; 33:881-894. [PMID: 35254408 PMCID: PMC9890459 DOI: 10.1093/cercor/bhac108] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2021] [Revised: 02/15/2022] [Accepted: 02/16/2022] [Indexed: 02/04/2023] Open
Abstract
The approximate number system (ANS) is vital for survival and reproduction in animals and is crucial for constructing abstract mathematical abilities in humans. Most previous neuroimaging studies focused on identifying discrete brain regions responsible for the ANS and characterizing their functions in numerosity perception. However, a neuromarker to characterize an individual's ANS acuity is lacking, especially one based on whole-brain functional connectivity (FC). Here, based on the resting-state functional magnetic resonance imaging (rs-fMRI) data obtained from a large sample, we identified a distributed brain network (i.e. a numerosity network) using a connectome-based predictive modeling (CPM) analysis. The summed FC strength within the numerosity network reliably predicted individual differences in ANS acuity regarding behavior, as measured using a nonsymbolic number-comparison task. Furthermore, in an independent dataset of the Human Connectome Project (HCP), we found that the summed FC strength within the numerosity network also specifically predicted individual differences in arithmetic skills, but not domain-general cognitive abilities. Therefore, our findings revealed that the identified numerosity network could serve as an applicable neuroimaging-based biomarker of nonverbal number acuity and arithmetic skills.
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Affiliation(s)
- Dai Zhang
- Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, No. 19, Xinjiekouwai Street, Haidian District, Beijing 100875, China,Guangdong Key Laboratory for Biomedical Measurements and Ultrasound Imaging, School of Biomedical Engineering, Shenzhen University Health Science Center, No. 1066, Xueyuan Street, Nanshan District, Shenzhen 518060, China
| | - Liqin Zhou
- Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, No. 19, Xinjiekouwai Street, Haidian District, Beijing 100875, China
| | - Anmin Yang
- Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, No. 19, Xinjiekouwai Street, Haidian District, Beijing 100875, China
| | - Shanshan Li
- Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, No. 19, Xinjiekouwai Street, Haidian District, Beijing 100875, China
| | - Chunqi Chang
- Guangdong Key Laboratory for Biomedical Measurements and Ultrasound Imaging, School of Biomedical Engineering, Shenzhen University Health Science Center, No. 1066, Xueyuan Street, Nanshan District, Shenzhen 518060, China
| | - Jia Liu
- Department of Psychology & Tsinghua Laboratory of Brain and Intelligence, Tsinghua University, No. 30, Shuangqing Street, Haidian District, Beijing 100084, China
| | - Ke Zhou
- Corresponding author: Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, No. 19, Xinjiekouwai Street, Haidian District, Beijing 100875, China.
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15
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De Vita C, Costa HM, Tomasetto C, Passolunghi MC. The contributions of working memory domains and processes to early mathematical knowledge between preschool and first grade. PSYCHOLOGICAL RESEARCH 2022; 86:497-511. [PMID: 33677704 PMCID: PMC8885495 DOI: 10.1007/s00426-021-01496-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Accepted: 02/19/2021] [Indexed: 12/04/2022]
Abstract
Working Memory (WM) plays a crucial role in supporting children's mathematical learning. However, there is no consensus on the relative contributions of different WM domains (i.e., verbal, visuo-spatial, and numerical-verbal) and processes (i.e., low-control and high-control) to mathematical performance, specifically before and after the onset of formal education. This cross-sectional study examined the relations between WM domains and processes and early mathematical knowledge, comparing a group of children in the second year of preschool (N = 66) to a group of first graders (N = 110). Results of multigroup path analysis showed that whereas visuo-spatial low-control WM significantly predicted early mathematical knowledge only among preschoolers, verbal low-control WM was a significant predictor only among first graders. Instead, the contribution of visuo-spatial high-control WM emerged as significant for both age groups, as well as that of numerical-verbal WM, although the latter to a greater extent among preschoolers. These findings provide new insights into the WM domains and processes most involved in early mathematical knowledge at different developmental stages, with potential implications for the implementation of age-appropriate training interventions targeting specific WM skills before and after the onset of formal education.
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Affiliation(s)
- Chiara De Vita
- Department of Life Sciences, Gaetano Kanizsa Psychology Unit, University of Trieste, via Weiss 21, 34128, Trieste, Italy
| | - Hiwet Mariam Costa
- Department of Life Sciences, Gaetano Kanizsa Psychology Unit, University of Trieste, via Weiss 21, 34128, Trieste, Italy
| | - Carlo Tomasetto
- Department of Psychology, University of Bologna, Bologna, Italy
| | - Maria Chiara Passolunghi
- Department of Life Sciences, Gaetano Kanizsa Psychology Unit, University of Trieste, via Weiss 21, 34128, Trieste, Italy.
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16
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The distinct contribution of verbal and visuospatial short-term memory abilities to arithmetic development. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2021.101139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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17
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Nelwan M, Friso-van den Bos I, Vissers C, Kroesbergen E. The relation between working memory, number sense, and mathematics throughout primary education in children with and without mathematical difficulties. Child Neuropsychol 2021; 28:143-170. [PMID: 34340649 DOI: 10.1080/09297049.2021.1959905] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Number sense and working memory contribute to mathematical development throughout primary school. However, it is still unclear how the contributions of each of these predictors may change across development and whether the cognitive contribution is the same for children with and without mathematical difficulties. The aim of the two studies in this paper was to shed light on these topics. In a cross-sectional design, a typically developing group of children (study 1; N = 459, Grades 1-4) and a group with mathematical difficulties (study 2; N = 61, Grades 4-6) completed a battery of number sense and working memory tests, as well as a measure of arithmetic competence. Results of study 1 indicated that number sense was important in first grade, while working memory gained importance in second grade, before predictive value of both predictors waned. Number sense and working memory supported mathematics development independently from one another from Grade 1. Analysis of task demands showed that typically developing children rely on comprehension and visualization of quantity-to-number associations in early development. Later in development, pupils rely on comparing larger numerals and working memory until automatization. Children with mathematical difficulties were less able to employ number sense during mathematical operations, and thus might remain dependent on their working memory resources during arithmetic tasks. This suggests that children with mathematical difficulties need aid to employ working memory for mathematics from an early age to be able to automatize mathematical abilities later in development.
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Affiliation(s)
- Michel Nelwan
- Department of Child Psychiatry, Erasmus MC -Sophia Children's Hospital, Rotterdam, The Netherlands.,Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
| | | | - Constance Vissers
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands.,Kentalis Academy, Royal Dutch Kentalis, Sint-Michielsgestel, The Netherlands
| | - Evelyn Kroesbergen
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
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18
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Vogel SE, De Smedt B. Developmental brain dynamics of numerical and arithmetic abilities. NPJ SCIENCE OF LEARNING 2021; 6:22. [PMID: 34301948 PMCID: PMC8302738 DOI: 10.1038/s41539-021-00099-3] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Accepted: 06/24/2021] [Indexed: 05/07/2023]
Abstract
The development of numerical and arithmetic abilities constitutes a crucial cornerstone in our modern and educated societies. Difficulties to acquire these central skills can lead to severe consequences for an individual's well-being and nation's economy. In the present review, we describe our current broad understanding of the functional and structural brain organization that supports the development of numbers and arithmetic. The existing evidence points towards a complex interaction among multiple domain-specific (e.g., representation of quantities and number symbols) and domain-general (e.g., working memory, visual-spatial abilities) cognitive processes, as well as a dynamic integration of several brain regions into functional networks that support these processes. These networks are mainly, but not exclusively, located in regions of the frontal and parietal cortex, and the functional and structural dynamics of these networks differ as a function of age and performance level. Distinctive brain activation patterns have also been shown for children with dyscalculia, a specific learning disability in the domain of mathematics. Although our knowledge about the developmental brain dynamics of number and arithmetic has greatly improved over the past years, many questions about the interaction and the causal involvement of the abovementioned functional brain networks remain. This review provides a broad and critical overview of the known developmental processes and what is yet to be discovered.
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Affiliation(s)
- Stephan E Vogel
- Educational Neuroscience, Institute of Psychology, University of Graz, Graz, Austria.
| | - Bert De Smedt
- Faculty of Psychology and Educational Sciences, KU Leuven, University of Leuven, Leuven, Belgium
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19
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Fugazza C, Dror S, Sommese A, Temesi A, Miklósi Á. Word learning dogs (Canis familiaris) provide an animal model for studying exceptional performance. Sci Rep 2021; 11:14070. [PMID: 34234259 PMCID: PMC8263709 DOI: 10.1038/s41598-021-93581-2] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2021] [Accepted: 06/23/2021] [Indexed: 02/06/2023] Open
Abstract
Exceptional performance is present in various human activities but its origins are debated and challenging to study. We report evidence of exceptional performance and qualitative variation in learning object-names in dogs. 34 naïve family dogs and 6 knowledgeable individuals that knew multiple toy names, found in 2 years of search around the Globe, were exposed to 3 months of training to learn two novel toy-names and were tested in two-way choice tests. Only 1 naïve and all 6 knowledgeable dogs passed the tests. Additionally, only these dogs learned at least 10 new toy names over the 3 months, showing qualitative variation in this capacity. Although previous object-name knowledge could provide an explanation for the superior performance of the knowledgeable dogs, their rarity and the absence of previous training of this skill point to exceptional giftedness in these individuals, providing the basis to establish dogs as a model-species for studying talent.
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Affiliation(s)
- Claudia Fugazza
- grid.5591.80000 0001 2294 6276Department of Ethology, Eötvös Loránd University, Budapest, Hungary
| | - Shany Dror
- grid.5591.80000 0001 2294 6276Department of Ethology, Eötvös Loránd University, Budapest, Hungary
| | - Andrea Sommese
- grid.5591.80000 0001 2294 6276Department of Ethology, Eötvös Loránd University, Budapest, Hungary
| | - Andrea Temesi
- grid.5591.80000 0001 2294 6276Department of Ethology, Eötvös Loránd University, Budapest, Hungary
| | - Ádám Miklósi
- grid.5591.80000 0001 2294 6276Department of Ethology, Eötvös Loránd University, Budapest, Hungary ,grid.5018.c0000 0001 2149 4407MTA-ELTE Comparative Ethology Research Group, Budapest, Hungary
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20
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Creatore C, Sabathiel S, Solstad T. Learning exact enumeration and approximate estimation in deep neural network models. Cognition 2021; 215:104815. [PMID: 34182145 DOI: 10.1016/j.cognition.2021.104815] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2020] [Revised: 06/12/2021] [Accepted: 06/15/2021] [Indexed: 01/08/2023]
Abstract
A system for approximate number discrimination has been shown to arise in at least two types of hierarchical neural network models-a generative Deep Belief Network (DBN) and a Hierarchical Convolutional Neural Network (HCNN) trained to classify natural objects. Here, we investigate whether the same two network architectures can learn to recognise exact numerosity. A clear difference in performance could be traced to the specificity of the unit responses that emerged in the last hidden layer of each network. In the DBN, the emergence of a layer of monotonic 'summation units' was sufficient to produce classification behaviour consistent with the behavioural signature of the approximate number system. In the HCNN, a layer of units uniquely tuned to the transition between particular numerosities effectively encoded a thermometer-like 'numerosity code' that ensured near-perfect classification accuracy. The results support the notion that parallel pattern-recognition mechanisms may give rise to exact and approximate number concepts, both of which may contribute to the learning of symbolic numbers and arithmetic.
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Affiliation(s)
- Celestino Creatore
- Department of Teacher Education, Faculty of Social and Educational Sciences, NTNU-Norwegian University of Science and Technology, Norway.
| | - Silvester Sabathiel
- Department of Teacher Education, Faculty of Social and Educational Sciences, NTNU-Norwegian University of Science and Technology, Norway; Department of Computer Science, Faculty of Information Technology and Electrical Engineering, NTNU-Norwegian University of Science and Technology, Norway.
| | - Trygve Solstad
- Department of Teacher Education, Faculty of Social and Educational Sciences, NTNU-Norwegian University of Science and Technology, Norway.
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21
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Mammarella IC, Toffalini E, Caviola S, Colling L, Szűcs D. No evidence for a core deficit in developmental dyscalculia or mathematical learning disabilities. J Child Psychol Psychiatry 2021; 62:704-714. [PMID: 33684972 DOI: 10.1111/jcpp.13397] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/07/2021] [Indexed: 12/24/2022]
Abstract
BACKGROUND Two hypotheses were tested regarding the characteristics of children with mathematical learning disabilities (MLD): (a) that children with MLD would have a 'core deficit' in basic number processing skills; and (b) that children with MLD would be at the end of a developmental continuum and have impairments in many cognitive skills. METHODS From a large sample (N = 1,303) of typically developing children, we selected a group definable as having MLD. The children were given measures of basic number processing and domain-general constructs. Differences between the observed sample and a simulated population were estimated using Cohen's d and Bayes factors. Receiver operating characteristic curves were plotted, and the area under the curve was computed to ascertain the diagnostic power of measures. RESULTS Results suggest that the differences between the MLD and control group can be defined along with general characteristics of the population rather than assuming single or multiple 'core deficits'. None of the measures of interest exceeded the diagnostic power that could be derived via simulation from the dimensional characteristics of the general population. CONCLUSIONS There is no evidence for core deficit(s) in MLD. We suggest that future research should focus on representative samples of typical populations and on carefully tested clinical samples confirming to the criteria of international diagnostic manuals. Clinical diagnoses require that MLD is persistent and resistant to intervention, so studies would deliver results less exposed to measurement fluctuations. Uniform diagnostic criteria would also allow for the easy cross-study comparison of samples overcoming a serious limitation of the current literature.
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Affiliation(s)
- Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy
| | - Enrico Toffalini
- Department of General Psychology, University of Padova, Padova, Italy
| | - Sara Caviola
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy.,School of Psychology, University of Leeds, Leeds, UK
| | | | - Denes Szűcs
- Department of Psychology, University of Cambridge, Cambridge, UK
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22
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Szczygieł M. The relationship between math anxiety and math achievement in young children is mediated through working memory, not by number sense, and it is not direct. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.101949] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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23
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Matejko AA, Ansari D. Shared Neural Circuits for Visuospatial Working Memory and Arithmetic in Children and Adults. J Cogn Neurosci 2021; 33:1003-1019. [PMID: 33656397 DOI: 10.1162/jocn_a_01695] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Visuospatial working memory (VSWM) plays an important role in arithmetic problem solving, and the relationship between these two skills is thought to change over development. Even though neuroimaging studies have demonstrated that VSWM and arithmetic both recruit frontoparietal networks, inferences about common neural substrates have largely been made by comparisons across studies. Little work has examined how brain activation for VSWM and arithmetic converge within the same participants and whether there are age-related changes in the overlap of these neural networks. In this study, we examined how brain activity for VSWM and arithmetic overlap in 38 children and 26 adults. Although both children and adults recruited the intraparietal sulcus (IPS) for VSWM and arithmetic, children showed more focal activation within the right IPS, whereas adults recruited the bilateral IPS, superior frontal sulcus/middle frontal gyrus, and right insula. A comparison of the two groups revealed that adults recruited a more left-lateralized network of frontoparietal regions for VSWM and arithmetic compared with children. Together, these findings suggest possible neurocognitive mechanisms underlying the strong relationship between VSWM and arithmetic and provide evidence that the association between VSWM and arithmetic networks changes with age.
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Affiliation(s)
- Anna A Matejko
- Georgetown University, Washington, DC.,Western University, London, ON, Canada
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24
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Jonsson B, Granberg C, Lithner J. Gaining Mathematical Understanding: The Effects of Creative Mathematical Reasoning and Cognitive Proficiency. Front Psychol 2020; 11:574366. [PMID: 33391087 PMCID: PMC7775304 DOI: 10.3389/fpsyg.2020.574366] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2020] [Accepted: 11/30/2020] [Indexed: 11/13/2022] Open
Abstract
In the field of mathematics education, one of the main questions remaining under debate is whether students' development of mathematical reasoning and problem-solving is aided more by solving tasks with given instructions or by solving them without instructions. It has been argued, that providing little or no instruction for a mathematical task generates a mathematical struggle, which can facilitate learning. This view in contrast, tasks in which routine procedures can be applied can lead to mechanical repetition with little or no conceptual understanding. This study contrasts Creative Mathematical Reasoning (CMR), in which students must construct the mathematical method, with Algorithmic Reasoning (AR), in which predetermined methods and procedures on how to solve the task are given. Moreover, measures of fluid intelligence and working memory capacity are included in the analyses alongside the students' math tracks. The results show that practicing with CMR tasks was superior to practicing with AR tasks in terms of students' performance on practiced test tasks and transfer test tasks. Cognitive proficiency was shown to have an effect on students' learning for both CMR and AR learning conditions. However, math tracks (advanced versus a more basic level) showed no significant effect. It is argued that going beyond step-by-step textbook solutions is essential and that students need to be presented with mathematical activities involving a struggle. In the CMR approach, students must focus on the relevant information in order to solve the task, and the characteristics of CMR tasks can guide students to the structural features that are critical for aiding comprehension.
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Affiliation(s)
- Bert Jonsson
- Department of Applied Educational Science, Umeå University, Umeå, Sweden
- Umeå Mathematics Education Research Center, Umeå, Sweden
| | - Carina Granberg
- Department of Applied Educational Science, Umeå University, Umeå, Sweden
- Umeå Mathematics Education Research Center, Umeå, Sweden
| | - Johan Lithner
- Umeå Mathematics Education Research Center, Umeå, Sweden
- Department of Science and Mathematics Education, Umeå University, Umeå, Sweden
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25
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Huijsmans MDE, Kleemans T, van der Ven SHG, Kroesbergen EH. The relevance of subtyping children with mathematical learning disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 104:103704. [PMID: 32574935 DOI: 10.1016/j.ridd.2020.103704] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2020] [Revised: 05/25/2020] [Accepted: 05/25/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Profiles of mathematical learning disability (MLD) have been conceptualized in the literature, but empirical evidence to support them based on academic and cognitive characteristics is lacking. AIMS We examined whether profiles of mathematics performance can empirically be identified and whether the identified profiles also differ in underlying cognitive skills. METHODS AND PROCEDURES Latent profile analysis in 281 fourth-graders. Basic arithmetic and advanced mathematics were used to identify profiles. Cognitive skills were then described for each profile of mathematics performance. OUTCOMES AND RESULTS Four profiles of mathematics performance were retrieved from the data, including one general low-achieving profile. Additional profiles of MLD were not found, possibly because individual variation was substantial. CONCLUSIONS AND IMPLICATIONS It is highly important to understand children's mathematics performance from an individual perspective, rather than by averaging these children over subgroups. These new insights can be used to better tend to the specific needs of children with mathematical difficulties.
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Affiliation(s)
- Marije D E Huijsmans
- Behavioural Science Institute, Radboud University, Montessorilaan 3, P.O. Box 9104, 6500 HE, Nijmegen, the Netherlands.
| | - Tijs Kleemans
- Behavioural Science Institute, Radboud University, Montessorilaan 3, P.O. Box 9104, 6500 HE, Nijmegen, the Netherlands
| | - Sanne H G van der Ven
- Behavioural Science Institute, Radboud University, Montessorilaan 3, P.O. Box 9104, 6500 HE, Nijmegen, the Netherlands
| | - Evelyn H Kroesbergen
- Behavioural Science Institute, Radboud University, Montessorilaan 3, P.O. Box 9104, 6500 HE, Nijmegen, the Netherlands
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26
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Bruyneel S, Cherchye L, Cosaert S, De Rock B, Dewitte S. Verbal aptitude hurts children's economic decision‐making accuracy. JOURNAL OF BEHAVIORAL DECISION MAKING 2020. [DOI: 10.1002/bdm.2204] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Sabrina Bruyneel
- BEE—Behavioral Engineering Research Group KU Leuven, Faculty of Economics and Business Leuven Belgium
| | | | - Sam Cosaert
- Luxembourg Institute of Socio‐Economic Research and a Research Associate University of Leuven (KU Leuven) Leuven Belgium
| | - Bram De Rock
- Mathematical Economics Université libre de Bruxelles Brussels Belgium
| | - Siegfried Dewitte
- BEE—Behavioral Engineering Research Group KU Leuven, Faculty of Economics and Business Leuven Belgium
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27
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Morsanyi K, van Bers BM, O'Connor PA, McCormack T. The role of numerical and non-numerical ordering abilities in mathematics and reading in middle childhood. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101895] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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28
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Aragón E, Cerda G, Aguilar M, Mera C, Navarro JI. Modulation of general and specific cognitive precursors to early mathematical competencies in preschool children. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s10212-020-00483-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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29
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Cipora K, He Y, Nuerk HC. The spatial-numerical association of response codes effect and math skills: why related? Ann N Y Acad Sci 2020; 1477:5-19. [PMID: 32348577 DOI: 10.1111/nyas.14355] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2019] [Revised: 03/27/2020] [Accepted: 04/07/2020] [Indexed: 12/17/2022]
Abstract
Evidence from multiple studies conducted in the past few decades converges on the conclusion that numerical properties can be associated with specific directions in space. Such spatial-numerical associations (SNAs), as a signature of elementary number processing, seem to be a likely correlate of math skills. Nevertheless, almost three decades of research on the spatial-numerical association of response codes (SNARC) effect, the hallmark of SNAs, has not provided conclusive results on whether there is a relation with math skills. Here, going beyond reviewing the existing literature on the topic, we try to answer a more fundamental question about why the SNARC effect should (and should not) be related to math skills. We propose a multiroute model framework for a SNARC-math skills relationship. We conclude that the relationship is not straightforward and that several other factors should be considered, which under certain circumstances or in certain groups can cause effects of opposite directions. The model can account for conflicting results, and thus may be helpful for deriving predictions in future studies.
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Affiliation(s)
- Krzysztof Cipora
- Faculty of Science, Department of Psychology, University of Tübingen, Tübingen, Germany.,LEAD Graduate School & Research Network, University of Tübingen, Tübingen, Germany.,Centre for Mathematical Cognition, Loughborough University, Loughborough, United Kingdom
| | - Yunfeng He
- Faculty of Science, Department of Psychology, University of Tübingen, Tübingen, Germany.,Student Psychological Counseling Center, Liaoning University, Shenyang, China
| | - Hans-Christoph Nuerk
- Faculty of Science, Department of Psychology, University of Tübingen, Tübingen, Germany.,LEAD Graduate School & Research Network, University of Tübingen, Tübingen, Germany
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30
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Caviola S, Colling LJ, Mammarella IC, Szűcs D. Predictors of mathematics in primary school: Magnitude comparison, verbal and spatial working memory measures. Dev Sci 2020; 23:e12957. [DOI: 10.1111/desc.12957] [Citation(s) in RCA: 25] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2019] [Revised: 11/15/2019] [Accepted: 02/10/2020] [Indexed: 11/28/2022]
Affiliation(s)
- Sara Caviola
- School of Psychology University of Leeds Leeds UK
- Department of Psychology Centre for Neuroscience in Education University of Cambridge Cambridge UK
| | - Lincoln J. Colling
- Department of Psychology Centre for Neuroscience in Education University of Cambridge Cambridge UK
- School of Psychology University of Sussex Brighton UK
| | | | - Dénes Szűcs
- Department of Psychology Centre for Neuroscience in Education University of Cambridge Cambridge UK
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31
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32
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Skagerlund K, Östergren R, Västfjäll D, Träff U. How does mathematics anxiety impair mathematical abilities? Investigating the link between math anxiety, working memory, and number processing. PLoS One 2019; 14:e0211283. [PMID: 30682125 PMCID: PMC6347150 DOI: 10.1371/journal.pone.0211283] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2018] [Accepted: 01/10/2019] [Indexed: 11/26/2022] Open
Abstract
In contemporary society, it is essential to have adequate mathematical skills. Being numerate has been linked to positive life outcomes and well-being in adults. It is also acknowledged that math anxiety (MA) hampers mathematical skills increasingly with age. Still, the mechanisms by which MA affect performance remain debated. Using structural equation modeling (SEM), we contrast the different ways in which MA has been suggested to interfere with math abilities. Our models indicate that MA may affect math performance through three pathways: (1) indirectly through working memory ability, giving support for the 'affective drop' hypothesis of MA's role in mathematical performance, (2) indirectly through symbolic number processing, corroborating the notion of domain-specific mechanisms pertaining to number, and (3) a direct effect of MA on math performance. Importantly, the pathways vary in terms of their relative strength depending on what type of mathematical problems are being solved. These findings shed light on the mechanisms by which MA may interfere with mathematical performance.
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Affiliation(s)
- Kenny Skagerlund
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Rickard Östergren
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Daniel Västfjäll
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
- JEDILab, Division of Economics, Department of Management and Engineering, Linköping University, Linköping, Sweden
| | - Ulf Träff
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
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33
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Wilkey ED, Pollack C, Price GR. Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number-Specific Executive Function. Child Dev 2018; 91:596-619. [PMID: 30597527 DOI: 10.1111/cdev.13194] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally in children (n = 448) from ages 4 to 13. This relation was investigated across achievement groups and as it related to mathematics across the full range of achievement. Only performance on incongruent trials related to achievement. Findings indicate that executive function in a numerical context, beyond magnitude perception or executive function in a non-numerical context, relates to DD and mathematics across a wide range of achievement.
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34
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The contributions of executive functions to mathematical learning difficulties and mathematical talent during adolescence. PLoS One 2018; 13:e0209267. [PMID: 30543713 PMCID: PMC6292664 DOI: 10.1371/journal.pone.0209267] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2018] [Accepted: 12/03/2018] [Indexed: 12/30/2022] Open
Abstract
Are mathematical learning difficulties caused by impairment of the abilities that underlie mathematical talent? Or are mathematical difficulties and talent qualitatively different? The main goal of this study was to determine whether mathematical learning difficulties are explained by the same executive functions as mathematical talent. We screened a pool of 2,682 first-year high school students and selected 48 for evaluation, dividing them into three groups: those with mathematical learning difficulties (n = 16), those with typical performance (n = 16), and those with mathematical talent (n = 16). Adolescents from the learning difficulties and talented groups had age, reading skills, and verbal and non-verbal intelligence that were similar to those of the typical performance group. Participants were administered a suite of tasks to evaluate verbal and visual short-term memory and executive functions of inhibition, shifting, and updating. Different executive functions showed different contributions at the two ends of the math ability continuum: lower levels of performance in updating visual information were related to mathematical learning difficulties, while greater shifting abilities were related to mathematical talent. Effect sizes for the differences in performance between groups were large (Hedges' g > 0.8). These results suggest that different executive functions are associated with mathematical learning difficulties and mathematical talent. We discuss how these differences in executive functions could be related to the different types of mathematical abilities that distinguish the three groups.
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35
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Bailey DH, Duncan GJ, Watts T, Clements DH, Sarama J. Risky business: Correlation and causation in longitudinal studies of skill development. ACTA ACUST UNITED AC 2018; 73:81-94. [PMID: 29345488 DOI: 10.1037/amp0000146] [Citation(s) in RCA: 46] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Developmental theories often posit that changes in children's early psychological characteristics will affect much later psychological, social, and economic outcomes. However, tests of these theories frequently yield results that are consistent with plausible alternative theories that posit a much smaller causal role for earlier levels of these psychological characteristics. Our article explores this issue with empirical tests of skill-building theories, which predict that early boosts to simpler skills (e.g., numeracy or literacy) or behaviors (e.g., antisocial behavior or executive functions) support the long-term development of more sophisticated skills or behaviors. Substantial longitudinal associations between academic or socioemotional skills measured early and then later in childhood or adolescence are often taken as support of these skill-building processes. Using the example of skill-building in mathematics, we argue that longitudinal correlations, even if adjusted for an extensive set of baseline covariates, constitute an insufficiently risky test of skill-building theories. We first show that experimental manipulation of early math skills generates much smaller effects on later math achievement than the nonexperimental literature has suggested. We then conduct falsification tests that show puzzlingly high cross-domain associations between early math and later literacy achievement. Finally, we show that a skill-building model positing a combination of unmeasured stable factors and skill-building processes can reproduce the pattern of experimental impacts on children's mathematics achievement. Implications for developmental theories, methods, and practice are discussed. (PsycINFO Database Record
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Affiliation(s)
- Drew H Bailey
- School of Education, University of California, Irvine
| | - Greg J Duncan
- School of Education, University of California, Irvine
| | - Tyler Watts
- School of Education, University of California, Irvine
| | | | - Julie Sarama
- Morgridge College of Education, University of Denver
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36
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Reeve RA, Gray SA, Butterworth BL, Paul JM. Variability in Single Digit Addition Problem-Solving Speed Over Time Identifies Typical, Delay and Deficit Math Pathways. Front Psychol 2018; 9:1498. [PMID: 30154754 PMCID: PMC6102488 DOI: 10.3389/fpsyg.2018.01498] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2018] [Accepted: 07/30/2018] [Indexed: 11/18/2022] Open
Abstract
We assessed the degree to which the variability in the time children took to solve single digit addition (SDA) problems longitudinally, predicted their ability to solve more complex mental addition problems. Beginning at 5 years, 164 children completed a 12-item SDA test on four occasions over 6 years. We also assessed their (1) digit span, visuospatial working memory, and non-verbal IQ, and (2) the speed with which they named single numbers and letters, as well the speed enumerating one to three dots as a measure of subitizing ability. Children completed a double-digit mental addition test at the end of the study. We conducted a latent profile analysis to determine if there were different SDA problem solving response time (PRT) variability patterns across the four test occasions, which yielded three distinct PRT variability patterns. In one pattern, labeled a typical acquisition pathway, mean PRTs were relatively low and PRT variability diminished over time. In a second pattern, label a delayed pathway, mean PRT and variability was high initially but diminished over time. In a third pattern, labeled a deficit pathway, mean PRT and variability remained relatively high throughout the study. We investigated the degree to which the three SDA PRT variability pathways were associated with (1) different cognitive ability measures, and (2) double-digit mental addition abilities. The deficit pathway differed from the typical and delayed pathway on the subitizing measure only, but not other measures; and the latter two pathways also differed from each other on the subitizing but not other measures. Double-digit mental addition problem solving success differed between each of the three pathways, and mean PRT variability differed between the typical and the delayed and deficit pathways. The latter two pathways did not differ from each other. The findings emphasize the value of examining individual differences in problem-solving PRT variability longitudinally as an index of math ability, and highlight the important of subitizing ability as a diagnostic index of math ability/difficulties.
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Affiliation(s)
- Robert A. Reeve
- Melbourne School of Psychological Sciences, University of Melbourne, Melbourne, VIC, Australia
| | - Sarah A. Gray
- Melbourne School of Psychological Sciences, University of Melbourne, Melbourne, VIC, Australia
| | - Brian L. Butterworth
- Melbourne School of Psychological Sciences, University of Melbourne, Melbourne, VIC, Australia
- Centre for Educational Neuroscience, University College London, London, United Kingdom
| | - Jacob M. Paul
- Melbourne School of Psychological Sciences, University of Melbourne, Melbourne, VIC, Australia
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37
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Rodic M, Cui J, Malykh S, Zhou X, Gynku EI, Bogdanova EL, Zueva DY, Y. Bogdanova O, Kovas Y. Cognition, emotion, and arithmetic in primary school: A cross-cultural investigation. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2018; 36:255-276. [PMID: 29878517 PMCID: PMC6001455 DOI: 10.1111/bjdp.12248] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2016] [Revised: 04/14/2018] [Indexed: 11/26/2022]
Abstract
The study investigated cross-cultural differences in variability and average performance in arithmetic, mathematical reasoning, symbolic and non-symbolic magnitude processing, intelligence, spatial ability, and mathematical anxiety in 890 6- to 9-year-old children from the United Kingdom, Russia, and China. Cross-cultural differences explained 28% of the variance in arithmetic and 17.3% of the variance in mathematical reasoning, with Chinese children outperforming the other two groups. No cross-cultural differences were observed for spatial ability and mathematical anxiety. In all samples, symbolic magnitude processing and mathematical reasoning were independently related to early arithmetic. Other factors, such as non-symbolic magnitude processing, mental rotation, intelligence, and mathematical anxiety, produced differential patterns across the populations. The results are discussed in relation to potential influences of parental practice, school readiness, and linguistic factors on individual differences in early mathematics. Statement of contribution What is already known on this subject? Cross-cultural differences in mathematical ability are present in preschool children. Similar mechanisms of mathematical development operate in preschool children from the United Kingdom, Russia, and China. Tasks that require understanding of numbers are best predictors of arithmetic in preschool children. What does this study add? Cross-cultural differences in mathematical ability become greater with age/years of formal education. Similar mechanisms of mathematical development operate in early primary school children from the United Kingdom, Russia, and China. Symbolic number magnitude and mathematical reasoning are the main predictors of arithmetic in all three populations.
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Affiliation(s)
- Maja Rodic
- Laboratory for Cognitive Investigations and Behavioural GeneticsTomsk State UniversityTomskRussia
- InLabDepartment of PsychologyGoldsmiths, University of LondonUK
| | - Jiaxin Cui
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain ResearchBeijing Normal UniversityBeijingChina
| | - Sergey Malykh
- Laboratory for Cognitive Investigations and Behavioural GeneticsTomsk State UniversityTomskRussia
- Psychological InstituteRussian Academy of EducationMoscowRussia
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain ResearchBeijing Normal UniversityBeijingChina
| | - Elena I. Gynku
- Laboratory for Cognitive Investigations and Behavioural GeneticsTomsk State UniversityTomskRussia
| | - Elena L. Bogdanova
- Unit of General and Educational PsychologyPsychology DepartmentTomsk State UniversityTomskRussia
| | - Dina Y. Zueva
- Laboratory for Cognitive Investigations and Behavioural GeneticsTomsk State UniversityTomskRussia
| | - Olga Y. Bogdanova
- Unit of General and Educational PsychologyPsychology DepartmentTomsk State UniversityTomskRussia
| | - Yulia Kovas
- Laboratory for Cognitive Investigations and Behavioural GeneticsTomsk State UniversityTomskRussia
- InLabDepartment of PsychologyGoldsmiths, University of LondonUK
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38
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The mediating role of number-to-magnitude mapping precision in the relationship between approximate number sense and math achievement depends on the domain of mathematics and age. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.05.005] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
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39
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Siemann J, Petermann F. Innate or Acquired? - Disentangling Number Sense and Early Number Competencies. Front Psychol 2018; 9:571. [PMID: 29725316 PMCID: PMC5917196 DOI: 10.3389/fpsyg.2018.00571] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2017] [Accepted: 04/04/2018] [Indexed: 01/29/2023] Open
Abstract
The clinical profile termed developmental dyscalculia (DD) is a fundamental disability affecting children already prior to arithmetic schooling, but the formal diagnosis is often only made during school years. The manifold associated deficits depend on age, education, developmental stage, and task requirements. Despite a large body of studies, the underlying mechanisms remain dubious. Conflicting findings have stimulated opposing theories, each presenting enough empirical support to remain a possible alternative. A so far unresolved question concerns the debate whether a putative innate number sense is required for successful arithmetic achievement as opposed to a pure reliance on domain-general cognitive factors. Here, we outline that the controversy arises due to ambiguous conceptualizations of the number sense. It is common practice to use early number competence as a proxy for innate magnitude processing, even though it requires knowledge of the number system. Therefore, such findings reflect the degree to which quantity is successfully transferred into symbols rather than informing about quantity representation per se. To solve this issue, we propose a three-factor account and incorporate it into the partly overlapping suggestions in the literature regarding the etiology of different DD profiles. The proposed view on DD is especially beneficial because it is applicable to more complex theories identifying a conglomerate of deficits as underlying cause of DD.
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Affiliation(s)
- Julia Siemann
- Department of Medical Psychology and Medical Sociology, University Medical Center Schleswig-Holstein, Kiel, Germany
| | - Franz Petermann
- Center for Clinical Psychology and Rehabilitation, University of Bremen, Bremen, Germany
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40
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Working memory components that predict word problem solving: Is it merely a function of reading, calculation, and fluid intelligence? Mem Cognit 2018; 45:804-823. [PMID: 28378297 DOI: 10.3758/s13421-017-0697-0] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The purpose of this study was to assess whether the differential effects of working memory (WM) components (the central executive, phonological loop, and visual-spatial sketchpad) on math word problem-solving accuracy in children (N = 413, ages 6-10) are completely mediated by reading, calculation, and fluid intelligence. The results indicated that all three WM components predicted word problem solving in the nonmediated model, but only the storage component of WM yielded a significant direct path to word problem-solving accuracy in the fully mediated model. Fluid intelligence was found to moderate the relationship between WM and word problem solving, whereas reading, calculation, and related skills (naming speed, domain-specific knowledge) completely mediated the influence of the executive system on problem-solving accuracy. Our results are consistent with findings suggesting that storage eliminates the predictive contribution of executive WM to various measures Colom, Rebollo, Abad, & Shih (Memory & Cognition, 34: 158-171, 2006). The findings suggest that the storage component of WM, rather than the executive component, has a direct path to higher-order processing in children.
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41
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Costa HM, Nicholson B, Donlan C, Van Herwegen J. Low performance on mathematical tasks in preschoolers: the importance of domain-general and domain-specific abilities. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2018; 62:292-302. [PMID: 29349826 DOI: 10.1111/jir.12465] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/19/2017] [Revised: 11/10/2017] [Accepted: 11/29/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Different domain-specific and domain-general cognitive precursors play a key role in the development of mathematical abilities. The contribution of these domains to mathematical ability changes during development. Primary school-aged children who show mathematical difficulties form a heterogeneous group, but it is not clear whether this also holds for preschool low achievers (LAs) and how domain-specific and domain-general abilities contribute to mathematical difficulties at a young age. The aim of this study was to explore the cognitive characteristics of a sample of preschool LAs and identify sub-types of LAs. METHODS 81 children were identified as LAs from 283 preschoolers aged 3 to 5 years old and were assessed on a number of domain-general and domain-specific tasks. RESULTS Cluster analysis revealed four subgroups of LAs in mathematics: (1) a weak processing sub-type; (2) a general mathematical LAs sub-type; (3) a mixed abilities sub-type; and (4) a visuo-spatial deficit sub-type. Whilst two of the groups showed specific domain-general difficulties, none showed only domain-specific difficulties. CONCLUSIONS Current findings suggest that preschool LAs constitute a heterogeneous group and stress the importance of domain-general factors for the development of mathematical abilities during the preschool years.
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Affiliation(s)
- H M Costa
- Department of Psychology, Kingston University London, UK
- Department of Psychology, Anglia Ruskin University, UK
| | - B Nicholson
- Department of Psychology, Kingston University London, UK
| | - C Donlan
- Department of Developmental Science, University College London, UK
| | - J Van Herwegen
- Department of Psychology, Kingston University London, UK
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Träff U, Olsson L, Skagerlund K, Östergren R. Cognitive mechanisms underlying third graders’ arithmetic skills: Expanding the pathways to mathematics model. J Exp Child Psychol 2018; 167:369-387. [DOI: 10.1016/j.jecp.2017.11.010] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2016] [Revised: 09/19/2017] [Accepted: 11/20/2017] [Indexed: 11/28/2022]
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43
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Battista C, Evans TM, Ngoon TJ, Chen T, Chen L, Kochalka J, Menon V. Mechanisms of interactive specialization and emergence of functional brain circuits supporting cognitive development in children. NPJ SCIENCE OF LEARNING 2018; 3:1. [PMID: 30631462 PMCID: PMC6220196 DOI: 10.1038/s41539-017-0017-2] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2017] [Revised: 11/17/2017] [Accepted: 11/27/2017] [Indexed: 05/10/2023]
Abstract
Cognitive development is thought to depend on the refinement and specialization of functional circuits over time, yet little is known about how this process unfolds over the course of childhood. Here we investigated growth trajectories of functional brain circuits and tested an interactive specialization model of neurocognitive development which posits that the refinement of task-related functional networks is driven by a shared history of co-activation between cortical regions. We tested this model in a longitudinal cohort of 30 children with behavioral and task-related functional brain imaging data at multiple time points spanning childhood and adolescence, focusing on the maturation of parietal circuits associated with numerical problem solving and learning. Hierarchical linear modeling revealed selective strengthening as well as weakening of functional brain circuits. Connectivity between parietal and prefrontal cortex decreased over time, while connectivity within posterior brain regions, including intra-hemispheric and inter-hemispheric parietal connectivity, as well as parietal connectivity with ventral temporal occipital cortex regions implicated in quantity manipulation and numerical symbol recognition, increased over time. Our study provides insights into the longitudinal maturation of functional circuits in the human brain and the mechanisms by which interactive specialization shapes children's cognitive development and learning.
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Affiliation(s)
- Christian Battista
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA USA
| | - Tanya M. Evans
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA USA
| | - Tricia J. Ngoon
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA USA
| | - Tianwen Chen
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA USA
| | - Lang Chen
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA USA
| | - John Kochalka
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA USA
| | - Vinod Menon
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA USA
- Department of Neurology and Neurological Sciences, Stanford University School of Medicine, Stanford, CA USA
- Stanford Neuroscience Institute, Stanford University School of Medicine, Stanford, CA USA
- Symbolic Systems Program, Stanford University School of Medicine, Stanford, CA USA
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44
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Major CS, Paul JM, Reeve RA. TEMA and Dot Enumeration Profiles Predict Mental Addition Problem Solving Speed Longitudinally. Front Psychol 2017; 8:2263. [PMID: 29312096 PMCID: PMC5744641 DOI: 10.3389/fpsyg.2017.02263] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2017] [Accepted: 12/13/2017] [Indexed: 11/25/2022] Open
Abstract
Different math indices can be used to assess math potential at school entry. We evaluated whether standardized math achievement (TEMA-2 performance), core number abilities (dot enumeration, symbolic magnitude comparison), non-verbal intelligence (NVIQ) and visuo-spatial working memory (VSWM), in combination or separately, predicted mental addition problem solving speed over time. We assessed 267 children’s TEMA-2, magnitude comparison, dot enumeration, and VSWM abilities at school entry (5 years) and NVIQ at 8 years. Mental addition problem solving speed was assessed at 6, 8, and 10 years. Longitudinal path analysis supported a model in which dot enumeration performance ability profiles and previous mental addition speed predicted future mental addition speed on all occasions, supporting a componential account of math ability. Standardized math achievement and NVIQ predicted mental addition speed at specific time points, while VSWM and symbolic magnitude comparison did not contribute unique variance to the model. The implications of using standardized math achievement and dot enumeration ability to index math learning potential at school entry are discussed.
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Affiliation(s)
- Clare S Major
- Melbourne School of Psychological Sciences, University of Melbourne, Melbourne, VIC, Australia
| | - Jacob M Paul
- Melbourne School of Psychological Sciences, University of Melbourne, Melbourne, VIC, Australia
| | - Robert A Reeve
- Melbourne School of Psychological Sciences, University of Melbourne, Melbourne, VIC, Australia
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45
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Hasler HM, Akshoomoff N. Mathematics ability and related skills in preschoolers born very preterm. Child Neuropsychol 2017; 25:162-178. [PMID: 29233080 DOI: 10.1080/09297049.2017.1412413] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Children born very preterm (VPT) are at risk for academic, behavioral, and/or emotional problems. Mathematics is a particular weakness and better understanding of the relationship between preterm birth and early mathematics ability is needed, particularly as early as possible to aid in early intervention. Preschoolers born VPT (n = 58) and those born full term (FT; n = 29) were administered a large battery of measures within 6 months of beginning kindergarten. A multiple-mediation model was utilized to characterize the difference in skills underlying mathematics ability between groups. Children born VPT performed significantly worse than FT-born children on a measure of mathematics ability as well as full-scale IQ, verbal skills, visual-motor integration, phonological awareness, phonological working memory, motor skills, and executive functioning. Mathematics was significantly correlated with verbal skills, visual-motor integration, phonological processing, and motor skills across both groups. When entered into the mediation model, verbal skills, visual-motor integration, and phonological awareness were significant mediators of the group differences. This analysis provides insights into the pre-academic skills that are weak in preschoolers born VPT and their relationship to mathematics. It is important to identify children who will have difficulties as early as possible, particularly for VPT children who are at higher risk for academic difficulties. Therefore, this model may be used in evaluating VPT children for emerging difficulties as well as an indicator that if other weaknesses are found, an assessment of mathematics should be conducted.
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Affiliation(s)
- Holly M Hasler
- a Department of Psychiatry and Center for Human Development , University of California , San Diego , CA , USA
| | - Natacha Akshoomoff
- a Department of Psychiatry and Center for Human Development , University of California , San Diego , CA , USA
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Cragg L, Richardson S, Hubber PJ, Keeble S, Gilmore C. When is working memory important for arithmetic? The impact of strategy and age. PLoS One 2017; 12:e0188693. [PMID: 29228008 PMCID: PMC5724815 DOI: 10.1371/journal.pone.0188693] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2017] [Accepted: 11/10/2017] [Indexed: 11/18/2022] Open
Abstract
Our ability to perform arithmetic relies heavily on working memory, the manipulation and maintenance of information in mind. Previous research has found that in adults, procedural strategies, particularly counting, rely on working memory to a greater extent than retrieval strategies. During childhood there are changes in the types of strategies employed, as well as an increase in the accuracy and efficiency of strategy execution. As such it seems likely that the role of working memory in arithmetic may also change, however children and adults have never been directly compared. This study used traditional dual-task methodology, with the addition of a control load condition, to investigate the extent to which working memory requirements for different arithmetic strategies change with age between 9–11 years, 12–14 years and young adulthood. We showed that both children and adults employ working memory when solving arithmetic problems, no matter what strategy they choose. This study highlights the importance of considering working memory in understanding the difficulties that some children and adults have with mathematics, as well as the need to include working memory in theoretical models of mathematical cognition.
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Affiliation(s)
- Lucy Cragg
- School of Psychology, University of Nottingham, Nottingham, United Kingdom
| | - Sophie Richardson
- School of Psychology, University of Nottingham, Nottingham, United Kingdom
| | - Paula J Hubber
- School of Psychology, University of Nottingham, Nottingham, United Kingdom
| | - Sarah Keeble
- Mathematics Education Centre, Loughborough University, Loughborough, United Kingdom
| | - Camilla Gilmore
- Mathematics Education Centre, Loughborough University, Loughborough, United Kingdom
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47
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Ashkenazi S, Shapira S. Number line estimation under working memory load: Dissociations between working memory subsystems. Trends Neurosci Educ 2017. [DOI: 10.1016/j.tine.2017.09.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
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48
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Myers T, Carey E, Szűcs D. Cognitive and Neural Correlates of Mathematical Giftedness in Adults and Children: A Review. Front Psychol 2017; 8:1646. [PMID: 29118725 PMCID: PMC5661150 DOI: 10.3389/fpsyg.2017.01646] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2016] [Accepted: 09/07/2017] [Indexed: 12/01/2022] Open
Abstract
Most mathematical cognition research has focused on understanding normal adult function and child development as well as mildly and moderately impaired mathematical skill, often labeled developmental dyscalculia and/or mathematical learning disability. In contrast, much less research is available on cognitive and neural correlates of gifted/excellent mathematical knowledge in adults and children. In order to facilitate further inquiry into this area, here we review 40 available studies, which examine the cognitive and neural basis of gifted mathematics. Studies associated a large number of cognitive factors with gifted mathematics, with spatial processing and working memory being the most frequently identified contributors. However, the current literature suffers from low statistical power, which most probably contributes to variability across findings. Other major shortcomings include failing to establish domain and stimulus specificity of findings, suggesting causation without sufficient evidence and the frequent use of invalid backward inference in neuro-imaging studies. Future studies must increase statistical power and neuro-imaging studies must rely on supporting behavioral data when interpreting findings. Studies should investigate the factors shown to correlate with math giftedness in a more specific manner and determine exactly how individual factors may contribute to gifted math ability.
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Affiliation(s)
- Timothy Myers
- Department of Psychology, Centre for Neuroscience in Education, University of Cambridge, Cambridge, United Kingdom
| | | | - Dénes Szűcs
- Department of Psychology, Centre for Neuroscience in Education, University of Cambridge, Cambridge, United Kingdom
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Attout L, Majerus S. Serial order working memory and numerical ordinal processing share common processes and predict arithmetic abilities. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2017; 36:285-298. [DOI: 10.1111/bjdp.12211] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2016] [Revised: 08/08/2017] [Indexed: 12/01/2022]
Affiliation(s)
- Lucie Attout
- Psychology and Neuroscience of Cognition Research Unit; University of Liege; Belgium
| | - Steve Majerus
- Psychology and Neuroscience of Cognition Research Unit; University of Liege; Belgium
- Fund for Scientific Research FNRS; Belgium
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50
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Caviola S, Carey E, Mammarella IC, Szucs D. Stress, Time Pressure, Strategy Selection and Math Anxiety in Mathematics: A Review of the Literature. Front Psychol 2017; 8:1488. [PMID: 28919870 PMCID: PMC5585192 DOI: 10.3389/fpsyg.2017.01488] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2017] [Accepted: 08/17/2017] [Indexed: 11/20/2022] Open
Abstract
We review how stress induction, time pressure manipulations and math anxiety can interfere with or modulate selection of problem-solving strategies (henceforth “strategy selection”) in arithmetical tasks. Nineteen relevant articles were identified, which contain references to strategy selection and time limit (or time manipulations), with some also discussing emotional aspects in mathematical outcomes. Few of these take cognitive processes such as working memory or executive functions into consideration. We conclude that due to the sparsity of available literature our questions can only be partially answered and currently there is not much evidence of clear associations. We identify major gaps in knowledge and raise a series of open questions to guide further research.
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Affiliation(s)
- Sara Caviola
- Department of Psychology, Centre for Neuroscience in Education, University of CambridgeCambridge, United Kingdom
| | - Emma Carey
- Department of Psychology, Centre for Neuroscience in Education, University of CambridgeCambridge, United Kingdom
| | | | - Denes Szucs
- Department of Psychology, Centre for Neuroscience in Education, University of CambridgeCambridge, United Kingdom
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