Dot comparison stimuli are not all alike: The effect of different visual controls on ANS measurement

Clayton, Sarah; Gilmore, Camilla; Inglis, Matthew

doi:10.1016/j.actpsy.2015.09.007

Cited by 108 publications

(187 citation statements)

References 40 publications

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“…The default radius of the dots was 60 pixels and the maximum variability in size between the dots was +/−35%. Previous research has found that non-numerical aspects of an array can affect numerical performance (Clayton, Gilmore, & Inglis, 2015; Gebuis & Reynvoet, 2012; Smets, Sasanguie, Szücs, & Reynvoet, 2015). As such, on half of the trials the two arrays were equated for individual dot size (i.e., the average size of the dots in each collection was equal).…”

Section: Methodsmentioning

confidence: 99%

The precision of mapping between number words and the approximate number system predicts children’s formal math abilities

Libertus

Odic

Feigenson

et al. 2016

Journal of Experimental Child Psychology

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Children can represent number in at least two ways: by using their non-verbal, intuitive Approximate Number System (ANS), and by using words and symbols to count and represent numbers exactly. Further, by the time they are five years old, children can map between the ANS and number words, as evidenced by their ability to verbally estimate numbers of items without counting. How does the quality of the mapping between approximate and exact numbers relate to children’s math abilities? The role of the ANS-number word mapping in math competence remains controversial for at least two reasons. First, previous work has not examined the relation between verbal estimation and distinct subtypes of math abilities. Second, previous work has not addressed how distinct components of verbal estimation – mapping accuracy and variability – might each relate to math performance. Here, we address these gaps by measuring individual differences in ANS precision, verbal number estimation, and formal and informal math abilities in 5- to 7-year-old children. We found that verbal estimation variability, but not estimation accuracy, predicted formal math abilities even when controlling for age, expressive vocabulary, and ANS precision, and that it mediated the link between ANS precision and overall math ability. These findings suggest that variability in the ANS-number word mapping may be especially important for formal math abilities.

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Section: Methodsmentioning

confidence: 99%

The precision of mapping between number words and the approximate number system predicts children’s formal math abilities

Libertus

Odic

Feigenson

et al. 2016

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

show abstract

“…accuracy or RT; Inglis & Gilmore, 2014). In particular, the visual characteristics of dot arrays have been shown to have substantial impact on participants’ performance (Clayton, Gilmore, & Inglis, 2015; DeWind & Brannon, 2016; Gebuis & Reynvoet, 2012; Smets, Sasanguie, Szücs, & Reynvoet, 2015). Studies have shown that performance on dot comparison tasks is dependent on how the visual characteristics of arrays are controlled and, in particular, how many visual cues are controlled (Gebuis & Reynvoet, 2012; Smets et al., 2015).…”

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confidence: 99%

“…Researchers use a variety of methods to control for visual characteristics in the construction of dot arrays (e.g. Gebuis & Reynvoet, 2011; Halberda et al., 2008; Pica, Lemer, Izard, & Dehaene, 2004; see Clayton et al., 2015 for examples of stimuli from different methods). Typically this involves the creation of congruent trials, in which one or more visual cues are positively correlated with numerosity, and incongruent trials, in which one or more visual cues are negatively correlated with numerosity.…”

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confidence: 99%

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Congruency effects in dot comparison tasks: convex hull is more important than dot area

Gilmore

Cragg

Hogan

et al. 2016

Journal of Cognitive Psychology

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The dot comparison task, in which participants select the more numerous of two dot arrays, has become the predominant method of assessing Approximate Number System (ANS) acuity. Creation of the dot arrays requires the manipulation of visual characteristics, such as dot size and convex hull. For the task to provide a valid measure of ANS acuity, participants must ignore these characteristics and respond on the basis of number. Here, we report two experiments that explore the influence of dot area and convex hull on participants’ accuracy on dot comparison tasks. We found that individuals’ ability to ignore dot area information increases with age and display time. However, the influence of convex hull information remains stable across development and with additional time. This suggests that convex hull information is more difficult to inhibit when making judgements about numerosity and therefore it is crucial to control this when creating dot comparison tasks.

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“…2Note however, that there is an ongoing debate about choice of methods to control for visual cues, and that more elaborate methods that control over several dimensions including convex hull result in measures that are apparently not related to measures obtained with more basic controls (see Clayton et al, 2015; Smets et al, 2015). …”

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confidence: 99%

Arithmetic Training Does Not Improve Approximate Number System Acuity

2016

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The approximate number system (ANS) is thought to support non-symbolic representations of numerical magnitudes in humans. Recently much debate has focused on the causal direction for an observed relation between ANS acuity and arithmetic fluency. Here we investigate if arithmetic training can improve ANS acuity. We show with an experimental training study consisting of six 45-min training sessions that although feedback during arithmetic training improves arithmetic performance substantially, it does not influence ANS acuity. Hence, we find no support for a causal link where symbolic arithmetic training influences ANS acuity. Further, although short-term number memory is likely involved in arithmetic tasks we did not find that short-term memory capacity for numbers, measured by a digit-span test, was effected by arithmetic training. This suggests that the improvement in arithmetic fluency may have occurred independent of short-term memory efficiency, but rather due to long-term memory processes and/or mental calculation strategy development. The theoretical implications of these findings are discussed.

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Dot comparison stimuli are not all alike: The effect of different visual controls on ANS measurement

Cited by 108 publications

References 40 publications

The precision of mapping between number words and the approximate number system predicts children’s formal math abilities

The precision of mapping between number words and the approximate number system predicts children’s formal math abilities

Congruency effects in dot comparison tasks: convex hull is more important than dot area

Arithmetic Training Does Not Improve Approximate Number System Acuity

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