Measuring the acuity of the approximate number system in young children

Attila Krajcsi; Dana Chesney; Kryzysztof Cipora; Ilse Coolen; Camilla Gilmore; Matthew Inglis; Melissa Libertus; Hans-Christoph Nuerk; Victoria Simms; Bert  Reynvoet

doi:10.1016/j.dr.2024.101131

Measuring the acuity of the approximate number system in young children

Attila Krajcsi
, Dana Chesney
, Kryzysztof Cipora
, Ilse Coolen
, Camilla Gilmore
, Matthew Inglis
, Melissa Libertus
, Hans-Christoph Nuerk
, Victoria Simms
, Bert Reynvoet

Research output: Contribution to journal › Article › peer-review

17 Citations (Scopus)

108 Downloads (Pure)

Abstract

The approximate number system (ANS) is a hypothesized mechanism responsible for the repre- sentation and processing of numerical information in an imprecise fashion. According to the predominant theory, the ANS is essential in solving simple numerical tasks such as comparing which of two quantities is numerically larger, and some research has indicated that individual differences in its acuity influence higher-level mathematical performance. Because of this far- reaching role of the ANS, it is essential to assess its acuity with measures that are reliable, and valid. The present work reviews and synthesizes many of the methodological problems that are relevant for measuring ANS acuity in young children. We discuss issues related to task compre- hension, the role of non-numerical perceptual properties of the stimuli, the role of inhibition, and the appropriateness and reliability of the ANS acuity indices. Recommendations and open questions are summarized.

Original language	English
Article number	101131
Journal	Developmental Review
Volume	72
Early online date	16 Mar 2024
DOIs	https://doi.org/10.1016/j.dr.2024.101131
Publication status	Published (in print/issue) - 30 Jun 2024

Bibliographical note

Publisher Copyright:
© 2024 The Author(s)

Funding

Attila Krajcsi was supported by the CELSA Research Fund (project no. CELSA/19/011) and by the National Research, Development and Innovation Fund of Hungary (project no. 132165). Krzysztof Cipora, Camilla Gilmore, Matthew Inglis and Victoria Simms were supported by the UKRI Economic and Social Research Council (grant number ES/W002914/1). Melissa Libertus was supported by a Scholar Award from the James S. McDonnell Foundation. Melissa Libertus’ contribution to the present paper also benefited from synergistic activities on the ManyNumbers project funded by the National Science Foundation of the United States (DRL 2201960).

Funders	Funder number
CELSA/19/011
Nemzeti Kutatási, Fejlesztési és Innovaciós Alap	132165
Nemzeti Kutatási, Fejlesztési és Innovaciós Alap
Economic and Social Research Council	ES/W002914/1
Economic and Social Research Council
National Science Foundation	DRL 2201960
National Science Foundation

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being
SDG 4 Quality Education

Keywords

Mathematical cognition
Approximate number system
Nonsymbolic arithmetic
Approximate Number System
Reliability
Weber fraction
Numerical development

Access to Document

10.1016/j.dr.2024.101131

ANS reviewFinal published version, 588 KBLicence: CC BY

Cite this

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title = "Measuring the acuity of the approximate number system in young children",

abstract = "The approximate number system (ANS) is a hypothesized mechanism responsible for the repre- sentation and processing of numerical information in an imprecise fashion. According to the predominant theory, the ANS is essential in solving simple numerical tasks such as comparing which of two quantities is numerically larger, and some research has indicated that individual differences in its acuity influence higher-level mathematical performance. Because of this far- reaching role of the ANS, it is essential to assess its acuity with measures that are reliable, and valid. The present work reviews and synthesizes many of the methodological problems that are relevant for measuring ANS acuity in young children. We discuss issues related to task compre- hension, the role of non-numerical perceptual properties of the stimuli, the role of inhibition, and the appropriateness and reliability of the ANS acuity indices. Recommendations and open questions are summarized.",

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AU - Gilmore, Camilla

AU - Inglis, Matthew

AU - Libertus, Melissa

AU - Nuerk, Hans-Christoph

AU - Simms, Victoria

AU - Reynvoet, Bert

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Measuring the acuity of the approximate number system in young children

Abstract

Bibliographical note

Funding

UN SDGs

Keywords

Access to Document

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