Time Estimation Predicts Mathematical Intelligence

Krämer, Peter; Bressan, Paola; Grassi, Massimo

doi:10.1371/journal.pone.0028621

Cited by 15 publications

(23 citation statements)

References 43 publications

(57 reference statements)

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“…Similarly, Droit-Volet, Clément, and Fayol (2003) showed that number interfered with temporal performance in 5-year-old children, indicating that the processing of time and number may already be interrelated at preschool age (see also Droit-Volet, Clément, & Fayol, 2008). Furthermore, other studies performed in normal populations found relationships between time processing and calculation skills (Skagerlund & Träff, 2016), as well as general mathematical intelligence (Kramer, Bressan, & Grassi, 2011). Finally, a recent study found a strong association in primary school children between conventional time knowledge, measured with a questionnaire, and numerical skills, such as number facts, number line estimation, and number comparisons (Labrell, Mikaeloff, Perdry, & Dellatolas, 2016).…”

Section: Introductionmentioning

confidence: 88%

Time processing impairments in preschoolers at risk of developing difficulties in mathematics

Tobia

Rinaldi

Marzocchi

2016

Developmental Science

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The occurrence of time processing problems in individuals with Development Dyscalculia (DD) has favored the view of a general magnitude system devoted to both numerical and temporal information. Yet, this scenario has been partially challenged by studies indicating that time difficulties can be attributed to poor calculation or counting skills, which can support reasoning on time in school-aged children and adults. Here, we tackle this debate by exploring the performance of young children before they fully develop the symbolic number system. Preschoolers at risk of developing DD were compared with typically developing children in a series of tasks investigating time processing and in their 'sense of time', evaluated by parents and teachers. Results yielded a poorer performance in time reproduction of 5-second intervals and in time discrimination, as well as a weaker 'sense of time', in children at risk of DD. These findings provide evidence of a common magnitude system that would be responsible for deficits in both numerical and temporal domains, already at early stages of life.

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Section: Introductionmentioning

confidence: 88%

Time processing impairments in preschoolers at risk of developing difficulties in mathematics

Tobia

Rinaldi

Marzocchi

2016

Developmental Science

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“…The IBs task is based on the Tactile Estimation Task (TET) for spatial recognition, but the protocol is adapted to temporal estimation (Kramer et al, 2011 ), thus providing a simple and non-invasive procedure to assess the degree of estimation of duration of the interoceptive stimulus. The task consists in delivering interoceptive brush strokes to subject’s left volar forearm, and successively asking for verbal time estimation (VET) of the time passed.…”

Section: Methodsmentioning

confidence: 99%

Feel the Time. Time Perception as a Function of Interoceptive Processing

Lernia

Serino

Pezzulo

et al. 2018

Front. Hum. Neurosci.

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The nature of time is rooted in our body. Constellations of impulses arising from the flesh constantly create our interoceptive perception and, in turn, the unfolding of these perceptions defines human awareness of time. This study explored the connection between time perception and interoception and proposes the Interoceptive Buffer saturation (IBs) index. IBs evaluates subjects’ ability to process salient stimuli from the body by measuring subjective distortions of interoceptive time perception, i.e., the estimated duration of tactile interoceptive stimulations. Thirty female healthy subjects were recruited through consecutive sampling and assessed for common variables related to interoceptive alterations: depressive symptoms (Beck Depression Inventory, BDI-II), eating disorders (EDI-3) risk, and anxiety levels (State Trait Anxiety Inventory, STAI). Interoceptive cardiac accuracy (IAc) was assessed as well. Subjects performed verbal time estimation of interoceptive stimuli (IBs) delivered using a specifically designed interoceptive tactile stimulator, as well as verbal time estimation of visual and auditory stimuli. Results showed that IBs index positively correlated with IAc, and negatively with EDI-3 Drive for Thinness (DT) risk subscale. Moreover, IBs index was positively predicted by IAc, and negatively predicted by DT and somatic factors of depression. Our results suggest that underestimations in interoceptive time perception are connected to different psychological conditions characterized by a diminished processing of high salience stimuli from the body. Conversely, overestimations of the duration of interoceptive stimuli appear to be function of subjects’ ability to correctly perceive their own bodily information. Evidence supported IBs index, fostering the concept of interoceptive treatments for clinical purposes.

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“…Temporal acuity There is also a relation between temporal acuity and formal math (e.g., Odic et al, 2016;Skagerlund & Träff, 2016); however, the reasoning for this relation is less obvious. Some have argued that a unique relation between temporal and spatial abilities may mediate the relation between time and math (Kramer, Bressan, & Grassi, 2011), whereas others have suggested that the ability to manipulate ordered magnitude, which is important for both numerical and temporal processing, may be key in understanding the relation between temporal processing and mathematics (Skagerlund & Träff, 2016).…”

Section: Relation To Formal Learningmentioning

confidence: 99%

Number, time, and space are not singularly represented: Evidence against a common magnitude system beyond early childhood

Hamamouche

Cordes

2019

Psychon Bull Rev

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Our ability to represent temporal, spatial, and numerical information is critical for understanding the world around us. Given the prominence of quantitative representations in the natural world, numerous cognitive, neurobiological, and developmental models have been proposed as a means of describing how we track quantity. One prominent theory posits that time, space, and number are represented by a common magnitude system, or a common neural locus (i.e., ). Despite numerous similarities in representations of time, space, and number, an increasing body of literature reveals striking dissociations in how each quantity is processed, particularly later in development. These findings have led many researchers to consider the possibility that separate systems may be responsible for processing each quantity. This review will analyze evidence in favor of a common magnitude system, particularly in infancy, which will be tempered by counter evidence, the majority of which comes from experiments with children and adult participants. After reviewing the current data, we argue that although the common magnitude system may account for quantity representations in infancy, the data do not provide support for this system throughout the life span. We also identify future directions for the field and discuss the likelihood of the developmental divergence model of quantity representation, like that of Newcombe (Ecological Psychology, 2, 147-157, 2014), as a more plausible account of quantity development.Keywords Nonsymbolic quantity processing . Temporal precision . Spatial processing . Numerical acuity Our lives are inundated with temporal, spatial, and numerical information. Given the fundamental nature of quantity processing, it may not be surprising that infants, children, adults, and even nonhuman species rely on quantity information to navigate the world. The ability to track quantities is vital for basic learning processes such as foraging (e.g.

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Time Estimation Predicts Mathematical Intelligence

Cited by 15 publications

References 43 publications

Time processing impairments in preschoolers at risk of developing difficulties in mathematics

Time processing impairments in preschoolers at risk of developing difficulties in mathematics

Feel the Time. Time Perception as a Function of Interoceptive Processing

Number, time, and space are not singularly represented: Evidence against a common magnitude system beyond early childhood

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