New Evidence on Causal Relationship between Approximate Number System (ANS) Acuity and Arithmetic Ability in Elementary-School Students: A Longitudinal Cross-Lagged Analysis

doi:10.3389/fpsyg.2016.01052

	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, Xinlin 2; Shi, Dexin 3; Song, Hairong 3; Zhang, Hui 1; Shi, Jiannong1
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
	2016-07-12
语种	英语
DOI	10.3389/fpsyg.2016.01052
发表期刊	FRONTIERS IN PSYCHOLOGY
ISSN	1664-1078
卷号	7 期号:26 页码:1052
期刊论文类型	Article
收录类别	SSCI
WOS关键词	INDIVIDUAL-DIFFERENCES ; MATHEMATICS ABILITY ; INTUITIVE SENSE ; ACHIEVEMENT ; PERFORMANCE ; CHILDREN ; INFANTS ; MONKEYS ; ADULTS
WOS标题词	Social Sciences
WOS研究方向	Psychology
WOS类目	Psychology, Multidisciplinary
WOS记录号	WOS:000379418800001
引用统计	被引频次：17[WOS] [WOS记录] [WOS相关记录]
文献类型	期刊论文
条目标识符	https://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
第一作者单位	中国科学院行为科学重点实验室
推荐引用方式 GB/T 7714	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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