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Title: Measuring the approximate number system
Authors: Gilmore, Camilla K.
Attridge, Nina
Inglis, Matthew
Keywords: Approximate number system
Numerical cognition
Nonsymbolic numerosities
Issue Date: 2011
Publisher: Taylor and Francis (© The Experimental Psychology Society)
Citation: GILMORE, C., ATTRIDGE, N. and INGLIS, M., 2011. Measuring the approximate number system. Quarterly Journal of Experimental Psychology, 64 (11), pp. 2099-2109
Abstract: Recent theories in numerical cognition propose the existence of an approximate number system (ANS) that supports the representation and processing of quantity information without symbols. It has been claimed that this system is present in infants, children, and adults, that it supports learning of symbolic mathematics, and that correctly harnessing the system during tuition will lead to educational benefits. Various experimental tasks have been used to investigate individuals' ANSs, and it has been assumed that these tasks measure the same system. We tested the relationship across six measures of the ANS. Surprisingly, despite typical performance on each task, adult participants' performances across the tasks were not correlated, and estimates of the acuity of individuals' ANSs from different tasks were unrelated. These results highlight methodological issues with tasks typically used to measure the ANS and call into question claims that individuals use a single system to complete all these tasks.
Description: This article was published in the serial Quarterly Journal of Experimental Psychology [Taylor and Francis / © The Experimental Psychology Society]. The definitive version is available at: http://www.tandfonline.com/doi/abs/10.1080/17470218.2011.574710
Version: Accepted for publication
DOI: 10.1080/17470218.2011.574710
URI: https://dspace.lboro.ac.uk/2134/9151
Publisher Link: http://www.tandfonline.com/doi/abs/10.1080/17470218.2011.574710
ISSN: 1747-0218
Appears in Collections:Published Articles (Mathematics Education Centre)

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