바로가기메뉴

본문 바로가기 주메뉴 바로가기

logo

ISSN : 1226-9654

Article Contents

Prev Next
e-Submission

Vol.30 No.3

Citation Share

Effects of approximate number sense on child's ability to solve non-symbolic multiplication problem

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.3, pp.285-291
https://doi.org/10.22172/cogbio.2018.30.3.007



& (2018). Effects of approximate number sense on child's ability to solve non-symbolic multiplication problem. The Korean Journal of Cognitive and Biological Psychology, 30(3), 285-291, https://doi.org/10.22172/cogbio.2018.30.3.007

Abstract

Approximate Number Sense (ANS) is an intrinsic intuition and innate cognitive function. It helps children to roughly determine if a quantity is larger or smaller than another. In the current study, we examined relative roles of ANS and intelligence on early arithmetic development in children aged 4-6. Our purpose was 1) to examine whether children aged 4-6 can solve non-symbolic multiplication problems and 2) to examine effects of ANS on early arithmetic development after controlling out effects of intellectual ability. Twenty one young children (4-6 years old) performed non-symbolic multiplication tasks (i..e, multiplication 2 and 4) and a ANS task. Results showed that children as young as 4 years old can solve both non-symbolic multiplication problems above chance level. Also, we found that the efficiency of ANS measured by ANS RTs played a critical role for non-symbolic multiplication 2 task performance even after controlling out effects of IQ. Overall, we conclude that preschoolers as young as 4 years old who don't have prior learning experience of multiplication problems can solve non-symbolic multiplication problems, which might be explained by children's ANS functions.

keywords
Child, Preschooler, Approximate Number Sense (ANS), Non-symbolic multiplication, IQ, 아동, 학령전기, 대략적 수 민감도, 비-상징적 곱셈, 지능

Reference

1.

Barth, H., Baron, A., Spelke, E., & Carey, S. (2009). Children’s multiplicative transformations of discrete and continuous quantities. Journal of Experimental Child Psychology, 103, 441-454.

2.

De Smedt, B., Noël, M. P., Gilmore, C., & Ansari, D. (2013). How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior. Trends in Neuroscience and Education, 2, 48-55.

3.

Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8, 307-314.

4.

Gebuis, T., & Reynvoet, B. (2015). The Development of Numerical Abilities. The Oxford Handbook of Numerical Cognition, 331-333.

5.

Göbel, S. M., Watson, S. E., Lervåg, A., & Hulme, C. (2014). Children’s arithmetic development It is number knowledge, not the approximate number sense, that counts. Psychological Science, 25, 789-798.

6.

Halberda, J., Mazzocco, M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455, 665-668.

7.

Kibbe, M. M., & Feigenson, L. (2015). Young children ‘solve for x’using the Approximate Number System. Developmental Science, 18, 38-49.

8.

Kim, S. Y., Hashimoto, R. I., Tassone, F., Simon, T. J., & Rivera, S. M. (2013). Altered neural activity of magnitude estimation processing in adults with the fragile X premutation. Journal of Psychiatric Research, 47, 1909-1916.

9.

Libertus, M. E., Feigenson, L., & Halberda, J. (2013). Is approximate number precision a stable predictor of math ability?. Learning and Individual Differences, 25, 126-133.

10.

Matthews, P. G., Lewis, M. R., & Hubbard, E. M. (2016). Individual differences in nonsymbolic ratio processing predict symbolic math performance. Psychological Science, 27, 191-202.

11.

McCrink, K., & Spelke, E. S. (2010). Core multiplication in childhood. Cognition, 116, 204-216.

12.

McCrink, K., & Spelke, E. S. (2016). Non-symbolic division in childhood. Journal of Experimental Child Psychology, 142, 66-82.

13.

Park H. W., Lee K. O., & Ahn D H. (2016). K-WPPSI-IV Wechsler Preschool and Primary Scale of Intelligence. Seoul: Hakjisa

14.

Peters, E., & Bjalkebring, P. (2015). Multiple numeric competencies: When a number is not just a number. Journal of Personality and Social Psychology, 108, 802.

15.

Resnick, L. B. (1989). Developing mathematical knowledge. American Psychologist, 44, 162.

16.

Wechsler, D. (2012). Technical and interpretative manual: WPPSI-IV. NY: Pearson Inc.

17.

Wong, T. T. Y., Ho, C. S. H., & Tang, J. (2016). The relation between ANS and symbolic arithmetic skills: The mediating role of number-numerosity mappings. Contemporary Educational Psychology, 46, 208-217.

The Korean Journal of Cognitive and Biological Psychology

e-Submission OA Policy