바로가기메뉴

본문 바로가기 주메뉴 바로가기

logo

ISSN : 1226-9654

Article Contents

Prev Next
e-Submission

Vol.30 No.1

Citation Share

The Correlation between Distance Effects from Magnitude/Order Comparison and their relationships with math achievement

The Korean Journal of Cognitive and Biological Psychology / The Korean Journal of Cognitive and Biological Psychology, (P)1226-9654; (E)2733-466X
2018, v.30 no.1, pp.53-60
https://doi.org/10.22172/cogbio.2018.30.1.004


& (2018). The Correlation between Distance Effects from Magnitude/Order Comparison and their relationships with math achievement. The Korean Journal of Cognitive and Biological Psychology, 30(1), 53-60, https://doi.org/10.22172/cogbio.2018.30.1.004

Abstract

There has been growing interest in ordinal representations and their contributions to mathematical cognition. The present study measured distance effects based on magnitude/order comparison (MC/OC, respectively) tasks using symbolic numbers and non-symbolic lines as stimuli. We examined whether distance or reverse distance effects from these tasks are correlated with one another as well as with math achievement. A reverse distance effect (i.e., better performance when the distance between stimuli is smaller) was observed from the Number OC task, while canonical distance effects were observed from the Length OC and MC tasks. There were correlations between distance effects from Number OC and MC tasks, between Length OC and MC tasks and between Number OC and Length MC tasks. Among all, only the reverse distance effect from the Number OC task predicted math achievement scores in a linear regression model. These results suggest that cardinal and ordinal representations may depend on partially shared mechanisms, yet they may independently contribute to math achievement during distinct phases of development.

keywords
서수 표상, 기수 표상, 역 거리 효과, 고전적 거리 효과, 수학 성취도, ordinality, cardinality, reverse distance effect, canonical distance effect, math achievement

Reference

1.

Arthur Jr, W., Tubre, T. C., Paul, D. S., & Sanchez-Ku, M. L. (1999). College-sample psychometric and normative data on a short form of the Raven Advanced Progressive Matrices Test. Journal of Psychoeducational Assessment, 17(4), 354-361.

2.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hilsdale. NJ: Lawrence Earlbaum Associates, 2.

3.

De Smedt, B., Verschaffel, L., & Ghesquière, P. (2009). The predictive value of numerical magnitude comparison for individual differences in mathematics achievement. Journal of experimental child psychology, 103(4), 469-479.

4.

Fias, W., Lammertyn, J., Caessens, B., & Orban, G. A. (2007). Processing of abstract ordinal knowledge in the horizontal segment of the intraparietal sulcus. Journal of Neuroscience, 27(33), 8952-8956.

5.

Foster, J. L., Shipstead, Z., Harrison, T. L., Hicks, K. L., Redick, T. S., & Engle, R. W. (2015). Shortened complex span tasks can reliably measure working memory capacity. Memory & cognition, 43(2), 226-236.

6.

Franklin, M. S., & Jonides, J. (2009). Order and magnitude share a common representation in parietal cortex. Journal of cognitive neuroscience, 21(11), 2114-2120.

7.

Gilmore, C., Attridge, N., Clayton, S., Cragg, L., Johnson, S., Marlow, N.,... Inglis, M. (2013). Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement. PloS one, 8(6), e67374.

8.

Goffin, C., & Ansari, D. (2016). Beyond magnitude: Judging ordinality of symbolic number is unrelated to magnitude comparison and independently relates to individual differences in arithmetic. Cognition, 150, 68-76.

9.

Hoffmann, D., Hornung, C., Martin, R., & Schiltz, C. (2013). Developing number-space associations: SNARC effects using a color discrimination task in 5-year-olds. Journal of experimental child psychology, 116(4), 775-791.

10.

Jang, S., & Cho, S. (2016). The acuity for numerosity (but not continuous magnitude) discrimination correlates with quantitative problem solving but not routinized arithmetic. Current Psychology, 35(1), 44-56.

11.

Knops, A., & Willmes, K. (2014). Numerical ordering and symbolic arithmetic share frontal and parietal circuits in the right hemisphere. Neuroimage, 84, 786-795.

12.

Lyons, I., Vogel, S., & Ansari, D. (2016). On the ordinality of numbers: a review of neural and behavioral studies. Progress in brain research, 227, 187-221.

13.

Lyons, I. M., & Beilock, S. L. (2013). Ordinality and the nature of symbolic numbers. Journal of Neuroscience, 33(43), 17052-17061.

14.

Lyons, I. M., Price, G. R., Vaessen, A., Blomert, L., & Ansari, D. (2014). Numerical predictors of arithmetic success in grades 1-6. Developmental Science, 17(5), 714-726.

15.

Moyer, R. S., & Landauer, T. K. (1967). Time required for judgements of numerical inequality. Nature, 215(5109), 1519-1520.

16.

Park, K., Lee, H., Im, H. (2008). Test equating of paper-based and computer-based versions of the Korean Job Aptitude Scale for Adults. Seoul: Korea Employment Information Service.

17.

Reynvoet, B., & Sasanguie, D. (2016). The Symbol Grounding Problem Revisited: A Thorough Evaluation of the ANS Mapping Account and the Proposal of an Alternative Account Based on Symbol-Symbol Associations. Frontiers in Psychology, 7.

18.

Rubinsten, O., Dana, S., Lavro, D., & Berger, A. (2013). Processing ordinality and quantity: ERP evidence of separate mechanisms. Brain and cognition, 82(2), 201-212.

19.

Turconi, E., Campbell, J. I., & Seron, X. (2006). Numerical order and quantity processing in number comparison. Cognition, 98(3), 273-285.

20.

Vogel, S. E., Remark, A., & Ansari, D. (2015). Differential processing of symbolic numerical magnitude and order in first-grade children. Journal of experimental child psychology, 129, 26-39.

The Korean Journal of Cognitive and Biological Psychology

e-Submission OA Policy