Halberda, J., Mazzocco, M. M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455, 665-668. Jessica Tsang | ED368 Cognitive Development | 4.2 THEORY AND METHODS FINDINGS & GRAPHIC STRENGTHS & WEAKNESSES •Question: Humans have an approximate number system marked by decreased precision with increased quantity. Do individual differences in quantity acuity predict formal mathematics achievements? •Methods: 64 teens completed the Approx. Number System acuity task and were tested on WJ-Rcalc and TEMA2 from K-6 th grade. •ANS acuity varies between people in teenage years. (.12-.57 = 9:10-2:3) •Acuity in 9 th grade back- predicts symbolic arithmetic scores from K-6 th grade, even after controlling for many other cognitive factors. Third grade •Interpretations: 1) Acuity determines math ability. Or 2) differential experience with math determines subsequent acuity. Strengths: First paper to tie school learning to evolution-based numerical abilities. Created a now standard metric of quantity acuity. Weaknesses: Another acuity measurement before schooling began would have bolstered the causal claims in their interpretations. Would be nice to know whether correlation drops when purely

Jessica Tsang | ED368 Cognitive Development | 4.27.2009

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Halberda, J., Mazzocco, M. M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement . Nature, 455 , 665-668. THEORY AND METHODS. FINDINGS & GRAPHIC. - PowerPoint PPT Presentation

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Halberda, J., Mazzocco, M. M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455, 665-668.

Jessica Tsang | ED368 Cognitive Development | 4.27.2009

THEORY AND METHODS FINDINGS & GRAPHIC

STRENGTHS & WEAKNESSES

•Question: Humans have an approximate number system marked by decreased precision with increased quantity. Do individual differences in quantity acuity predict formal mathematics achievements?•Methods: 64 teenscompleted the Approx.Number System acuitytask and were tested on WJ-Rcalc and TEMA2from K-6th grade.

• ANS acuity varies between people in teenage years. (.12-.57 = 9:10-2:3)• Acuity in 9th

grade back-predicts symbolic arithmetic scores from K-6th grade, even after controlling for many other cognitive factors.

Third grade

• Interpretations: 1) Acuity determines math ability. Or 2) differential experience with math determines subsequent acuity.

Strengths: First paper to tie school learning to evolution-based numerical abilities. Created a now standard metric of quantity acuity.

Weaknesses: Another acuity measurement before schooling began would have bolstered the causal claims in their interpretations. Would be nice to know whether correlation drops when purely symbolic relational math begins (i.e. algebra).