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Individual Differences in Inhibitory Control, Not Non-Verbal Number Acuity, Correlate with Mathematics Achievement

Gilmore, Camilla, Attridge, Nina, Clayton, Sarah, Cragg, Lucy, Johnson, Samantha, Marlow, Neil, Simms, Victoria and Inglis, Matthew (2013) Individual Differences in Inhibitory Control, Not Non-Verbal Number Acuity, Correlate with Mathematics Achievement. PLOS ONE, 8 (6). e67374-e67374. [Journal article]

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DOI: 10.1371/journal.pone.0067374

Abstract

Given the well-documented failings in mathematics education in many Western societies, there hasbeen an increased interest in understanding the cognitive underpinnings of mathematicalachievement. Recent research has proposed the existence of an Approximate Number System (ANS) which allows individuals to represent and manipulate non-verbal numerical information. Evidence has shown that performance on a measure of the ANS (a dot comparison task) is related to mathematics achievement, which has led researchers to suggest that the ANS plays a critical role in mathematics learning. Here we show that, rather than being driven by the nature of underlying numerical representations, this relationship may in fact be an artefact of the inhibitory control demands of some trials of the dot comparison task. This suggests that recent work basing mathematics assessments and interventions around dot comparison tasks may be inappropriate.

Item Type:Journal article
Faculties and Schools:Faculty of Life and Health Sciences
Faculty of Life and Health Sciences > School of Psychology
Research Institutes and Groups:Psychology Research Institute > Peace, Conflict and Equality
Psychology Research Institute
ID Code:26356
Deposited By: Dr Victoria Simms
Deposited On:08 Jul 2013 11:07
Last Modified:17 Oct 2017 16:10

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