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Jessica Tsang | ED368 Cognitive Development | 4.27.2009

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.

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Jessica Tsang | ED368 Cognitive Development | 4.27.2009

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  1. 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 • 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-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 STRENGTHS & WEAKNESSES 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). • Interpretations: 1) Acuity determines math ability. Or 2) differential experience with math determines subsequent acuity. Jessica Tsang | ED368 Cognitive Development | 4.27.2009

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