Visual Form Perception Can Be a Cognitive Correlate of Lower Level Math Categories for Teenagers

Cui, Jiaxin; Zhang, Yiyun; Cheng, Dazhi; Li, Dawei; Zhou, Xinlin

doi:10.3389/fpsyg.2017.01336

Cited by 44 publications

(48 citation statements)

References 118 publications

(177 reference statements)

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“…A total of eight tests were computerized using Web‐based applications in the ‘Online Psychological Experimental System (OPES)’ (http://www.dweipsy.com/lattice) (e.g., Cui, Georgiou, et al ., ; Cui, Zhang, et al ., ; Rodic et al ., ; Zhang et al ., ; Zhou et al ., ). Children completed an online battery of tests in their schools, supervised by a researcher.…”

Section: Methodsmentioning

confidence: 99%

“…The score was calculated by subtracting the number of incorrect responses from the number of correct responses, following the Guilford correction formula ‘S = R‐W/(n‐1)’ (S: the adjusted number of items that the participants can actually perform without the aid of chance; R: the number of correct responses; W: the number of wrong responses; and n: the number of alternative responses to each item) (Guilford & Guilford, ). This correction procedure has been utilized recently in studies of mathematical cognition (Cirino, ; Cui, Zhang, et al ., ; Zhou et al ., ) and cognition in general (Hedden & Yoon, ; Putz, Gaulin, Sporter, & McBurney, ; Salthouse, ). In this study, the number of alternative answers is 2; therefore, (n‐1) = 1.…”

Section: Methodsmentioning

confidence: 99%

“…For example, in one study, the number of unanswered items was unrelated to APM (Raven's Advanced Progressive Matrices) score, with improvements in performance not based on a strategy to respond to more items (Bors & Vigneau, ). This adaptation of the Raven Progressive Matrices has acceptable split‐half reliability according to previous studies (.84 – see Cui, Zhang, et al ., ; and .83 – see Wei, Yuan, et al ., ).…”

Section: Methodsmentioning

confidence: 99%

“…Differences in measures may also contribute to the observed inconsistencies. For example, it has been found that nonsymbolic magnitude processing is related to arithmetic fluency rather than mathematical problem-solving (Cui, Zhang, Cheng, Li, & Zhou, 2017;Zhang et al, 2016;Zhou, Wei, Zhang, Cui, & Chen, 2015). In addition, as described above, previous studies mostly focused on cross-cultural differences in different aspects of mathematical ability, rather than on interrelationships between arithmetic skills and mathematically relevant cognitive abilities.…”

Section: What Does This Study Add?mentioning

confidence: 99%

See 3 more Smart Citations

Cognition, emotion, and arithmetic in primary school: A cross‐cultural investigation

Rodic

Cui

Malykh

et al. 2018

British J of Dev Psycho

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The study investigated cross‐cultural differences in variability and average performance in arithmetic, mathematical reasoning, symbolic and non‐symbolic magnitude processing, intelligence, spatial ability, and mathematical anxiety in 890 6‐ to 9‐year‐old children from the United Kingdom, Russia, and China. Cross‐cultural differences explained 28% of the variance in arithmetic and 17.3% of the variance in mathematical reasoning, with Chinese children outperforming the other two groups. No cross‐cultural differences were observed for spatial ability and mathematical anxiety. In all samples, symbolic magnitude processing and mathematical reasoning were independently related to early arithmetic. Other factors, such as non‐symbolic magnitude processing, mental rotation, intelligence, and mathematical anxiety, produced differential patterns across the populations. The results are discussed in relation to potential influences of parental practice, school readiness, and linguistic factors on individual differences in early mathematics. Statement of contribution What is already known on this subject? Cross‐cultural differences in mathematical ability are present in preschool children.Similar mechanisms of mathematical development operate in preschool children from the United Kingdom, Russia, and China.Tasks that require understanding of numbers are best predictors of arithmetic in preschool children. What does this study add? Cross‐cultural differences in mathematical ability become greater with age/years of formal education.Similar mechanisms of mathematical development operate in early primary school children from the United Kingdom, Russia, and China.Symbolic number magnitude and mathematical reasoning are the main predictors of arithmetic in all three populations.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: What Does This Study Add?mentioning

confidence: 99%

See 2 more Smart Citations

Cognition, emotion, and arithmetic in primary school: A cross‐cultural investigation

Rodic

Cui

Malykh

et al. 2018

British J of Dev Psycho

Self Cite

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show abstract

“…We used 11 tests that were designed with the "Online Psychological Experiment System (OPES)" (www.dweipsy.com/lattice, see (Cui, Zhang, Cheng, Li, & Zhou, 2017;Wei, Chen, Dong, & Zhou, 2016;Wei et al, 2012;Zhou & Cheng, 2015;. An illustration of a trial for each test is shown in Figure 2.…”

Section: Testsmentioning

confidence: 99%

Children skilled in mental abacus show enhanced non-symbolic number sense

Cui

Xiao

et al. 2020

Curr Psychol

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Highlights 1) No studies have shown the advantage of non-symbolic number sense for children skilled in mental abacus. 2) Children skilled in mental abacus had better non-symbolic number sense than the controls after controlling for age, gender, general cognitive processing and even arithmetic performance. 3) A mediation model showed that the non-symbolic number sense partially mediated group difference (mental abacus group vs. controls) in symbolic arithmetic.3 AbstractMental abacus is the mental arithmetic with the help of an imagined abacus. Children skilled in mental abacus have been shown to exhibit advantages in arithmetic abilities.The current study investigated whether children with high-level mental abacus ability could outperform controls in non-symbolic number sense, which is considered to be much fundamental for arithmetic development. One hundred and fifty children (75 children skilled in mental abacus and 75 controls) took part in this study. Children skilled in mental abacus completed a mental abacus level test. Two groups of children performed serial cognitive tasks, including non-symbolic number comparison, arithmetic, language, spatial processing, visual perception, attention, processing speed, working memory, and general intelligence. Results show that children skilled in mental abacus had better non-symbolic number sense than the controls after controlling for general intelligence. The significant group difference of non-symbolic number sense retained after further controlling for age, gender, all types of cognitive processing available and even arithmetic performance. A mediation model showed that the non-symbolic number sense partially mediated the group difference on arithmetic development. The results suggest that children skilled in mental abacus have enhanced non-symbolic number sense. These findings raise the possibility that mental abacus training could have a causal effect on children's non-symbolic numerical skills.

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Neural association between non‐verbal number sense and arithmetic fluency

Cheng

et al. 2020

Human Brain Mapping

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Non-verbal number sense has been shown to significantly correlate with arithmetic fluency. Accumulated behavioral evidence indicates that the cognitive mechanism relies on visual perception. However, few studies have investigated the neural mechanism underlying this association. Following the visual perception account, we hypothesized that there would be a neural association in occipital areas of the brain between non-verbal number sense, arithmetic fluency, and visual perception. We analyzed event-related potentials that are sensitive to neural responses while participants performed five cognitive tasks: simple addition, simple subtraction, numerosity comparison, figure matching, and character rhyming. The single-trial ERP-behavior correlation approach was used to enhance the statistical power. The results showed that the N1 component significantly correlated with reaction time at occipital electrodes on all tasks except for character rhyming. The N1 component for arithmetic fluency (simple addition and subtraction) and character rhyming correlated with the reaction time for numerosity comparison and figure matching. The results suggest that there are neural associations between arithmetic fluency, non-verbal number sense, and visual perception in the occipital cortex, and that visual perception is the shared mechanism for both non-verbal number sense and arithmetic fluency.

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Visual Form Perception Can Be a Cognitive Correlate of Lower Level Math Categories for Teenagers

Cited by 44 publications

References 118 publications

Cognition, emotion, and arithmetic in primary school: A cross‐cultural investigation

Cognition, emotion, and arithmetic in primary school: A cross‐cultural investigation

Children skilled in mental abacus show enhanced non-symbolic number sense

Neural association between non‐verbal number sense and arithmetic fluency

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