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New Evidence on Causal Relationship between Approximate Number System (ANS) Acuity and Arithmetic Ability in Elementary-School Students: A Longitudinal Cross-Lagged Analysis
He, Yunfeng1; Zhou, Xinlin2; Shi, Dexin3; Song, Hairong3; Zhang, Hui1; Shi, Jiannong1
2016-07-12
发表期刊FRONTIERS IN PSYCHOLOGY
ISSN1664-1078
文章类型Article
卷号7期号:26页码:1052
摘要Approximate number system (ANS) acuity and mathematical ability have been found to be closely associated in recent studies. However, whether and how these two measures are causally related still remain less addressed. There are two hypotheses about the possible causal relationship: ANS acuity influences mathematical performances, or access to math education sharpens ANS acuity. Evidences in support of both hypotheses have been reported, but these two hypotheses have never been tested simultaneously. Therefore, questions still remain whether only one-direction or reciprocal causal relationships existed in the association. In this work, we provided a new evidence on the causal relationship between ANS acuity and arithmetic ability. ANS acuity and mathematical ability of elementary-school students were measured sequentially at three time points within one year, and all possible causal directions were evaluated simultaneously using cross-lagged regression analysis. The results show that ANS acuity influences later arithmetic ability while the reverse causal direction was not supported. Our finding adds a strong evidence to the causal association between ANS acuity and mathematical ability, and also has important implications for educational intervention designed to train ANS acuity and thereby promote mathematical ability.
关键词Approximate Number System Math Performance Arithmetic Ability Elementary-school Students Cross-lagged Analysis Longitudinal Study
DOI10.3389/fpsyg.2016.01052
收录类别SSCI
语种英语
WOS研究方向Psychology
WOS类目Psychology, Multidisciplinary
WOS记录号WOS:000379418800001
WOS标题词Social Sciences
关键词[WOS]INDIVIDUAL-DIFFERENCES ; MATHEMATICS ABILITY ; INTUITIVE SENSE ; ACHIEVEMENT ; PERFORMANCE ; CHILDREN ; INFANTS ; MONKEYS ; ADULTS
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被引频次:1[WOS]   [WOS记录]     [WOS相关记录]
文献类型期刊论文
条目标识符http://ir.psych.ac.cn/handle/311026/20056
专题中国科学院行为科学重点实验室
作者单位1.Chinese Acad Sci, Inst Psychol, Key Lab Behav Sci, Beijing, Peoples R China
2.Beijing Normal Univ, Natl Key Lab Cognit Neurosci & Learning, Beijing, Peoples R China
3.Univ Oklahoma, Dept Psychol, Norman, OK 73019 USA
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He, Yunfeng,Zhou, Xinlin,Shi, Dexin,et al. New Evidence on Causal Relationship between Approximate Number System (ANS) Acuity and Arithmetic Ability in Elementary-School Students: A Longitudinal Cross-Lagged Analysis[J]. FRONTIERS IN PSYCHOLOGY,2016,7(26):1052.
APA He, Yunfeng,Zhou, Xinlin,Shi, Dexin,Song, Hairong,Zhang, Hui,&Shi, Jiannong.(2016).New Evidence on Causal Relationship between Approximate Number System (ANS) Acuity and Arithmetic Ability in Elementary-School Students: A Longitudinal Cross-Lagged Analysis.FRONTIERS IN PSYCHOLOGY,7(26),1052.
MLA He, Yunfeng,et al."New Evidence on Causal Relationship between Approximate Number System (ANS) Acuity and Arithmetic Ability in Elementary-School Students: A Longitudinal Cross-Lagged Analysis".FRONTIERS IN PSYCHOLOGY 7.26(2016):1052.
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