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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
Source PublicationFRONTIERS IN PSYCHOLOGY
ISSN1664-1078
SubtypeArticle
Volume7Issue:26Pages:1052
AbstractApproximate 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.
KeywordApproximate Number System Math Performance Arithmetic Ability Elementary-school Students Cross-lagged Analysis Longitudinal Study
DOI10.3389/fpsyg.2016.01052
Indexed BySSCI
Language英语
WOS Research AreaPsychology
WOS SubjectPsychology, Multidisciplinary
WOS IDWOS:000379418800001
WOS HeadingsSocial Sciences
WOS KeywordINDIVIDUAL-DIFFERENCES ; MATHEMATICS ABILITY ; INTUITIVE SENSE ; ACHIEVEMENT ; PERFORMANCE ; CHILDREN ; INFANTS ; MONKEYS ; ADULTS
Citation statistics
Cited Times:4[WOS]   [WOS Record]     [Related Records in WOS]
Document Type期刊论文
Identifierhttp://ir.psych.ac.cn/handle/311026/20056
Collection中国科学院行为科学重点实验室
Affiliation1.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
Recommended Citation
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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