2134/9152
Matthew Inglis
Matthew
Inglis
Nina Attridge
Nina
Attridge
Sophie Batchelor
Sophie
Batchelor
Camilla Gilmore
Camilla
Gilmore
Non-verbal number acuity correlates with symbolic mathematics achievement: but only in children
Loughborough University
2011
Mathematical cognition
Mental arithmetic
2011-11-29 14:14:57
Journal contribution
https://repository.lboro.ac.uk/articles/journal_contribution/Non-verbal_number_acuity_correlates_with_symbolic_mathematics_achievement_but_only_in_children/9370583
The process by which adults develop competence in symbolic mathematics tasks is poorly understood. Nonhuman animals, human infants, and human adults all form nonverbal representations of the approximate numerosity of arrays of dots and are capable of using these representations to perform basic mathematical operations. Several researchers have speculated that individual differences in the acuity of such nonverbal number representations provide the basis for individual differences in symbolic mathematical competence. Specifically, prior research has found that 14-year-old children’s ability to rapidly compare the numerosities of two sets of colored dots is correlated with their mathematics achievements at ages 5–11. In the present study, we demonstrated that although when measured concurrently the same relationship holds in children, it does not hold in adults. We conclude that the association between nonverbal number acuity and mathematics achievement changes with age and that nonverbal number representations do not hold the key to explaining the wide variety of mathematical performance levels in adults.