Does finger sense predict addition performance?

Newman, Sharlene D.

doi:10.1007/s10339-016-0756-7

Cited by 36 publications

(27 citation statements)

References 55 publications

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“…There are conflicting findings on the relation between finger gnosis and arithmetic skills in 5 to 8 year old children, some reporting strong associations (Fayol et al, 1998;Noël, 2005), while others showing no behavioral associations (Long et al, 2016;Newman, 2016) for roughly the same age groups. Newman (2016) reported that children 5-8 failed to show a relationship between addition performance and finger gnosis, while children 9-12 did show such a relationship; finger gnosis better predicted performance in older children than younger children. The explanation provided for the discrepancy, between the two age groups on how finger gnosis relates to addition performance, was that both addition and finger sense skills are still developing in the younger group.…”

Section: Discussionmentioning

confidence: 99%

The differential relationship between finger gnosis, and addition and subtraction: An fMRI study

et al. 2018

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The impact of fingers on numerical cognition has received a great deal of attention recently. One sub-set of these studies focus on the relation between finger gnosis (also called finger sense or finger gnosia), the ability to identify and individuate fingers, and mathematical development. Studies in this subdomain have reported mixed findings so far. While some studies reported that finger gnosis correlates with or predicts mathematics abilities in younger children, others failed to replicate these results. The current study explores the relationship between finger gnosis and two arithmetic operations—addition and subtraction. Twenty-four second to third graders participated in this fMRI study. Finger sense scores were negatively correlated with brain activation measured during both addition and subtraction. Three clusters, in the left fusiform, and left and right precuneus were found to negatively correlate with finger gnosis both during addition and subtraction. Activation in a cluster in the left inferior parietal lobule (IPL) was found to negatively correlate with finger gnosis only for addition, even though this cluster was active both during addition and subtraction. These results suggest that the arithmetic fact retrieval may be linked to finger gnosis at the neural level, both for addition and subtraction, even when behavioral correlations are not observed. However, the nature of this link may be different for addition compared to subtraction, given that left IPL activation correlated with finger gnosis only for addition. Together the results reported appear to support the hypothesis that fingers provide a scaffold for arithmetic competency for both arithmetic operations.

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Section: Discussionmentioning

confidence: 99%

The differential relationship between finger gnosis, and addition and subtraction: An fMRI study

et al. 2018

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“…Inspired from the association between digits and fingers observed in [10], we created a cognitive robotics model and performed a series of developmental learning experiments in which we simulate the learning of small number digits (1)(2)(3)(4)(5)(6)(7)(8)(9) without the association of robot's finger configurations.…”

Section: Discussionmentioning

confidence: 99%

“…Various embodied strategies, such as finger counting (for a recent special issue on the topic see [4]) and pointing gestures (e.g. [5]), can facilitate the acquisition of number cognition and predict mathematical achievement in children [6], [7]. Importantly, several studies suggest that finger processing may play a role in setting up the biological neural networks on which more advanced mathematical computations are built [8].…”

Section: Introductionmentioning

confidence: 99%

An embodied model for handwritten digits recognition in a cognitive robot

Nuovo

2017

2017 IEEE Symposium Series on Computational Intelligence (SSCI)

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This paper presents an embodied model for recognition of handwritten digits in a cognitive developmental robot scenario. Inspired by neuro-psychological data, the model integrates three modules: a stacked auto-encoder network to process the visual information, a feedforward neural controller for the fingers, and a generalized regression network that associates number digits to finger configurations. Results from developmental learning experiments show an improvement in the digits' recognition rate thanks to the inclusion of the robot fingers in the training especially in its early stages (epochs) or with a low number of examples. This behaviour can be linked to that observed in psychological studies with children, who seem to benefit of finger counting only in the initial stage of mathematical learning. These results suggest the potential of the embodied approach to favour the creation of a psychologically plausible developmental model for mathematical cognition in robots and to support the creation of more complex models of human-like behaviours.

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“…Because it was recently demonstrated that finger gnosis predicts a small part of variance in initial arithmetic competencies (Newman, 2016;Wasner, Nuerk, Martignon, Roesch, & Moeller, 2016), it could be interesting, in the future, to compare the efficiency of multisensory and finger-based intervention practices.…”

Section: Multisensory Versus Visual Trainingmentioning

confidence: 99%

How visual experience and task context modulate the use of internal and external spatial coordinate for perception and action.

Crollen¹,

Spruyt²,

Mahau³

et al. 2019

Journal of Experimental Psychology: Human Perception and Perfor

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Recent studies have suggested that multisensory redundancy may improve cognitive learning. According to this view, information simultaneously available across two or more modalities is highly salient and, therefore, may be learned and remembered better than the same information presented to only one modality. In the current study, we wanted to evaluate whether training arithmetic with a multisensory intervention could induce larger learning improvements than a visual intervention alone. Moreover, because a left-to-right-oriented mental number line was for a long time considered as a core feature of numerical representation, we also wanted to compare left-to-right-organized and randomly organized arithmetic training. Therefore, five training programs were created and called (a) multisensory linear, (b) multisensory random, (c) visual linear, (d) visual random, and (e) control. A total of 85 preschoolers were randomly assigned to one of these five training conditions. Whereas children were trained to solve simple addition and subtraction operations in the first four training conditions, story understanding was the focus of the control training. Several numerical tasks (arithmetic, number-to-position, number comparison, counting, and subitizing) were used as pre-and post-test measures. Although the effect of spatial disposition was not significant, results demonstrated that the multisensory training condition led to a significantly larger performance

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Does finger sense predict addition performance?

Cited by 36 publications

References 55 publications

The differential relationship between finger gnosis, and addition and subtraction: An fMRI study

The differential relationship between finger gnosis, and addition and subtraction: An fMRI study

An embodied model for handwritten digits recognition in a cognitive robot

How visual experience and task context modulate the use of internal and external spatial coordinate for perception and action.

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