Basic and Advanced Numerical Performances Relate to Mathematical Expertise but Are Fully Mediated by Visuospatial Skills

Autor/inn/en	Sella, Francesco; Sader, Elie; Lolliot, Simon; Cohen Kadosh, Roi
Titel	Basic and Advanced Numerical Performances Relate to Mathematical Expertise but Are Fully Mediated by Visuospatial Skills
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 42 (2016) 9, S.1458-1472 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000249
Schlagwörter	Numbers; Cognitive Processes; Mathematics Skills; Professional Personnel; Comparative Analysis; Cognitive Mapping; Spatial Ability; College Students; Doctoral Programs; Humanities; Foreign Countries; Age Differences; Intelligence Quotient; Computation; Color; Interference (Learning); Reaction Time; Visual Stimuli; United Kingdom (England); Stroop Color Word Test + Suchen Sie Ihr Suchwort? Zahlenraum; Cognitive process; Kognitiver Prozess; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Personalbestand; Räumliches Vorstellungsvermögen; Collegestudent; Doktorandenprogramm; Geisteswissenschaften; Humanwissenschaften; Ausland; Age; Difference; Age difference; Altersunterschied; Intelligenzquotient; Colour; Farbbezeichnung; Farbe; Reaktionsvermögen
Abstract	Recent studies have highlighted the potential role of basic numerical processing in the acquisition of numerical and mathematical competences. However, it is debated whether high-level numerical skills and mathematics depends specifically on basic numerical representations. In this study mathematicians and nonmathematicians performed a basic number line task, which required mapping positive and negative numbers on a physical horizontal line, and has been shown to correlate with more advanced numerical abilities and mathematical achievement. We found that mathematicians were more accurate compared with nonmathematicians when mapping positive, but not negative numbers, which are considered numerical primitives and cultural artifacts, respectively. Moreover, performance on positive number mapping could predict whether one is a mathematician or not, and was mediated by more advanced mathematical skills. This finding might suggest a link between basic and advanced mathematical skills. However, when we included visuospatial skills, as measured by block design subtest, the mediation analysis revealed that the relation between the performance in the number line task and the group membership was explained by non-numerical visuospatial skills. These results demonstrate that relation between basic, even specific, numerical skills and advanced mathematical achievement can be artifactual and explained by visuospatial processing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01