Journal of Numerical Cognition最新文献_第2页

Non-numerical methods of assessing numerosity and the existence of the number sense 评估数性和数感存在的非数值方法

Journal of Numerical Cognition Pub Date : 2023-07-31 DOI: 10.5964/jnc.10215

César Frederico dos Santos

引用次数: 1

A meta-analysis of math anxiety interventions 数学焦虑干预的荟萃分析

Journal of Numerical Cognition Pub Date : 2023-07-31 DOI: 10.5964/jnc.8401

Ellen Sammallahti, Jonatan Finell, B. Jonsson, J. Korhonen

引用次数: 0

Does spontaneous attention to relations predict conceptual knowledge of negative numbers? 对关系的自发注意能预测负数的概念性知识吗?

Journal of Numerical Cognition Pub Date : 2023-07-31 DOI: 10.5964/jnc.10057

R. Prather

引用次数: 0

A direct comparison of two measures of ordinal knowledge among 8-year-olds 8岁儿童有序知识两种测量方法的直接比较

Journal of Numerical Cognition Pub Date : 2023-07-31 DOI: 10.5964/jnc.10201

Chang Xu, J. LeFevre, Sabrina M. Di Lonardo Burr, Erin A. Maloney, Judith Wylie, Victoria Simms, Sheri-Lynn Skwarchuk, H. Osana

{"title":"A direct comparison of two measures of ordinal knowledge among 8-year-olds","authors":"Chang Xu, J. LeFevre, Sabrina M. Di Lonardo Burr, Erin A. Maloney, Judith Wylie, Victoria Simms, Sheri-Lynn Skwarchuk, H. Osana","doi":"10.5964/jnc.10201","DOIUrl":"https://doi.org/10.5964/jnc.10201","url":null,"abstract":"Children’s knowledge of the ordinal relations among number symbols is related to their mathematical learning. Ordinal knowledge has been measured using judgment (i.e., decide whether a sequence of three digits is in order) and ordering tasks (i.e., order three digits from smallest to largest). However, the question remains whether performance on these two ordinal tasks tap into similar cognitive processes. Canadian children (N = 87; Age M = 8.7 years, Grade 3) completed symbolic number tasks (i.e., number comparison, ordering, and order judgment) and measures of arithmetic fluency (i.e., addition and subtraction) and working memory (i.e., digit span backward). For both ordinal tasks, there was a reverse distance effect for ordered sequences such that children responded faster to adjacent than to non-adjacent sequences (e.g., 2 3 4 vs. 4 7 9) and a canonical distance effect for unordered sequences such that children responded faster to non-adjacent than to adjacent sequences (e.g., 4 2 3 vs. 4 9 7). Working memory and number comparison each predicted unique variance in the ordinal measures (ordering, order judgment, and a latent ordinal factor based on the two measures). Furthermore, ordinal skills superseded the role of number comparison as the key predictor of arithmetic, controlling for children’s gender and working memory skills. In summary, although both ordering and order judgment tasks index ordinal knowledge, a latent factor that excludes task-specific error may be a better index than either task separately.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41810927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Distributed practice and time pressure interact to affect learning and retention of arithmetic facts 分散练习和时间压力相互作用，影响学习和保留算术事实

Journal of Numerical Cognition Pub Date : 2023-07-31 DOI: 10.5964/jnc.7721

Olivia R. Jazbutis, M. Wiseheart, G. Radvansky, Nicole M. McNeil

{"title":"Distributed practice and time pressure interact to affect learning and retention of arithmetic facts","authors":"Olivia R. Jazbutis, M. Wiseheart, G. Radvansky, Nicole M. McNeil","doi":"10.5964/jnc.7721","DOIUrl":"https://doi.org/10.5964/jnc.7721","url":null,"abstract":"Arithmetic is commonly taught through timed practice and drill, yet little research exists to guide optimal practice structure. This study investigated the effects of distributed practice and time pressure on the acquisition and retention of arithmetic facts. Following a pretest, adult participants (n = 211) were randomly assigned to learn unfamiliar times tables (17 and 19) in one of ten conditions in a 5 (spacing: daily, every other day, weekly, every 10 days, every other week) x 2 (time pressure: timed or untimed) factorial design. After the learning phase, retention tests were given to measure both accuracy and response time immediately, after a ten-day delay, and at the end of semester. Time pressure during learning elevated participants’ perceived stress. It also led to faster response times during testing when learning was spaced daily and every other day, but slower response times for all other spacings. These patterns were reversed in the absence of time pressure during learning. While timed and untimed practice during learning led to similar forgetting of practiced facts over time, untimed practice allowed participants to gradually improve on unpracticed facts and conceptually related facts across test phases. Ultimately, distributed practice and time pressure may interact in complex ways to affect the learning and retention of arithmetic facts, and the effects shown in previous studies using verbal material (e.g., narrative texts, word lists) may not generalize to arithmetic.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47055281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Visual and symbolic representations as components of algebraic reasoning 作为代数推理组成部分的视觉和符号表示

Journal of Numerical Cognition Pub Date : 2023-07-31 DOI: 10.5964/jnc.11151

Z. E. Ünal, A. M. Ala, Gamze Kartal, Serkan Özel, D. Geary

{"title":"Visual and symbolic representations as components of algebraic reasoning","authors":"Z. E. Ünal, A. M. Ala, Gamze Kartal, Serkan Özel, D. Geary","doi":"10.5964/jnc.11151","DOIUrl":"https://doi.org/10.5964/jnc.11151","url":null,"abstract":"Sixty (35 girls) ninth graders were assessed on measures of algebraic reasoning and usage of visual and symbolic representations (with a prompt for visual use) to solve equations and inequalities. The study grouped visual representations into two categories: arithmetic-visual, which entailed the use of real-world objects to represent specific values of variables, and algebraic-visual, which involved formal representations like the number line and the coordinate plane. Symbolic representations, on the other hand, encompassed the use of standard algorithms to solve equations, such as changing the place of terms in an equation. The results reveal that the use of algebraic visuals, as opposed to arithmetic visuals, was associated with enhanced algebraic reasoning. Further, although the students initially relied on standard algorithms to explain equations and inequalities, they could produce accurate algebraic-visual representations when prompted. These findings suggest that students have multiple representations of equations and inequalities but only express visual representations when asked to do so. In keeping with the general relationship between visuospatial abilities and mathematics, self-generated algebraic-visual representations partially mediated the relation between overall mathematics achievement and algebraic reasoning.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42772890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Below zero? Universal distance effect and situated space and size associations in negative numbers 低于零度？普遍距离效应与负数中的位置空间和大小关联

Journal of Numerical Cognition Pub Date : 2023-03-31 DOI: 10.5964/jnc.6763

M. A. Jeglinski-Mende, M. Fischer, A. Miklashevsky

{"title":"Below zero? Universal distance effect and situated space and size associations in negative numbers","authors":"M. A. Jeglinski-Mende, M. Fischer, A. Miklashevsky","doi":"10.5964/jnc.6763","DOIUrl":"https://doi.org/10.5964/jnc.6763","url":null,"abstract":"While some researchers place negative numbers on a so-called extended mental number line to the left of positive numbers, others claim that negative numbers do not have mental representations but are processed through positive numbers combined with transformation rules. We measured spatial associations of negative numbers with a modified implicit association task that avoids spatial confounds present in most previous studies. In two lab-based magnitude classification experiments (each including 24 participants) and two online replications (with 74 and 77 participants, respectively), positive and negative numbers were combined with two spatial contexts: either directional symbols (left- or right-pointing arrows) or rectangles of varying sizes. In all experiments, we found a robust distance effect for negative numbers. However, there were no consistent associations of negative numbers with directional or size contexts. In the context of directional symbols, holistic processing was prevalent only in the small negative number range (-9, -8, -7, -6) when ensured by the stimulus set, supporting an extended mental number line. In the context of rectangles, however, large negative numbers from -4 to -1 were perceived as small, thus supporting rule-based processing. For negative number processing in the context of size, we further suggest the Semantic-Perceptual Size Congruity Cuing model (SPeSiCC model). We show that associations of size with negative numbers underly more complex processing mechanisms than mere recruitment of a transformation rule. In general, we conclude that associations of negative numbers with space and size are situated in the context, as they depend on the presented number range and differ for spatial direction and size.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49309411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The real preschoolers of Orange County: Early number learning in a diverse group of children 真正的橙县学龄前儿童:在不同的儿童群体中进行早期数字学习

Journal of Numerical Cognition Pub Date : 2023-03-31 DOI: 10.5964/jnc.6577

Barbara W. Sarnecka, James Negen, Nicole R. Scalise, Meghan C. Goldman, Jeffrey N. Rouder

{"title":"The real preschoolers of Orange County: Early number learning in a diverse group of children","authors":"Barbara W. Sarnecka, James Negen, Nicole R. Scalise, Meghan C. Goldman, Jeffrey N. Rouder","doi":"10.5964/jnc.6577","DOIUrl":"https://doi.org/10.5964/jnc.6577","url":null,"abstract":"<p xmlns=\"http://www.ncbi.nlm.nih.gov/JATS1\">The authors assessed a battery of number skills in a sample of over 500 preschoolers, including both monolingual and bilingual/multilingual learners from households at a range of socio-economic levels. Receptive vocabulary was measured in English for all children, and also in Spanish for those who spoke it. The first goal of the study was to describe entailment relations among numeracy skills by analyzing patterns of co-occurrence. Findings indicated that transitive and intransitive counting skills are jointly present when children show understanding of cardinality and that cardinality and knowledge of written number symbols are jointly present when children successfully use number lines. The study’s second goal was to describe relations between symbolic numeracy and language context (i.e., monolingual vs. bilingual contexts), separating these from well-documented socio-economic influences such as household income and parental education: Language context had only a modest effect on numeracy, with no differences detectable on most tasks. However, a difference did appear on the scaffolded number-line task, where bilingual learners performed slightly better than monolinguals. The third goal of the study was to find out whether symbolic number knowledge for one subset of children (Spanish/English bilingual learners from low-income households) differed when tested in their home language (Spanish) vs. their language of preschool instruction (English): Findings indicated that children performed as well or better in English than in Spanish for all measures, even when their receptive vocabulary scores in Spanish were higher than in English.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135731452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Successful discrimination of tiny numerical differences 成功分辨微小的数值差异

Journal of Numerical Cognition Pub Date : 2023-03-31 DOI: 10.5964/jnc.10699

Emily M. Sanford, Justin Halberda

引用次数: 2

The relation between math anxiety and play behaviors in 4- to 6-year-old children 4 ~ 6岁儿童数学焦虑与游戏行为的关系

Journal of Numerical Cognition Pub Date : 2023-03-31 DOI: 10.5964/jnc.9721

M. Depascale, L. Butler, Geetha B. Ramani

{"title":"The relation between math anxiety and play behaviors in 4- to 6-year-old children","authors":"M. Depascale, L. Butler, Geetha B. Ramani","doi":"10.5964/jnc.9721","DOIUrl":"https://doi.org/10.5964/jnc.9721","url":null,"abstract":"From a young age, children’s math achievement is influenced by individual factors, such as math anxiety. While math anxiety has been linked to math avoidance, few studies have explored this link in young children, particularly in the context of play. Because play-based instruction is commonly used for math in early childhood classrooms, understanding the impact of math anxiety on children’s engagement in math-related play may have important implications for children’s early math learning. The current study examined the role of children’s math anxiety in their persistence and exploration during a math toy play task. We observed wide variability in children’s play behaviors, finding that children’s actions during play did not relate to their math anxiety, but their talk related to math while playing with the toy did. There are also age and gender differences in math anxiety, school experience, and reasoning about the toy play task. These results suggest that math anxiety may influence certain aspects of children’s engagement in math-related play, and that more research is needed to consider links between math anxiety and math avoidance in young children.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43492519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1