{"title":"Typical Mathematical Education Cannot Predict Non-Verbal Number Sense","authors":"Jiaxin Cui, Yiyun Zhang, Aibao Zhou, Xing Gao, Chen Zhang, Xinlin Zhou","doi":"10.1002/acp.4256","DOIUrl":null,"url":null,"abstract":"<div>\n \n <p>Formal education would promote symbolic number processing ability, but the relationship between non-symbolic number sense and mathematical education remains controversial. The current investigation hypothesized that non-symbolic number sense is independent from the limited human experience of mathematical education, while symbolic number processing could be influenced by related closely to mathematical education. Experiment 1 compared both non-symbolic number sense and arithmetic computation of undergraduates majoring in STEM fields and humanities. Experiment 2 compared homologous undergraduates from China and Kyrgyzstan in non-symbolic number sense and mathematical cognitive processing. Both of two experiments found that mathematical education was significantly associated with symbolic mathematics, but not with non-symbolic number sense. The results suggest that while mathematical education might improve symbolic mathematics, it does not alter non-symbolic number sense.</p>\n </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"38 5","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2024-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Applied Cognitive Psychology","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/acp.4256","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
Formal education would promote symbolic number processing ability, but the relationship between non-symbolic number sense and mathematical education remains controversial. The current investigation hypothesized that non-symbolic number sense is independent from the limited human experience of mathematical education, while symbolic number processing could be influenced by related closely to mathematical education. Experiment 1 compared both non-symbolic number sense and arithmetic computation of undergraduates majoring in STEM fields and humanities. Experiment 2 compared homologous undergraduates from China and Kyrgyzstan in non-symbolic number sense and mathematical cognitive processing. Both of two experiments found that mathematical education was significantly associated with symbolic mathematics, but not with non-symbolic number sense. The results suggest that while mathematical education might improve symbolic mathematics, it does not alter non-symbolic number sense.
期刊介绍：
Applied Cognitive Psychology seeks to publish the best papers dealing with psychological analyses of memory, learning, thinking, problem solving, language, and consciousness as they occur in the real world. Applied Cognitive Psychology will publish papers on a wide variety of issues and from diverse theoretical perspectives. The journal focuses on studies of human performance and basic cognitive skills in everyday environments including, but not restricted to, studies of eyewitness memory, autobiographical memory, spatial cognition, skill training, expertise and skilled behaviour. Articles will normally combine realistic investigations of real world events with appropriate theoretical analyses and proper appraisal of practical implications.
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