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Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement


Reference:

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

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    Official URL:

    http://dx.doi.org/10.1371/journal.pone.0067374

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    Abstract

    Given the well-documented failings in mathematics education in many Western societies, there has been an increased interest in understanding the cognitive underpinnings of mathematical achievement. 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.

    Details

    Item Type Articles
    CreatorsGilmore, C., Attridge, N. F., Clayton, S., Cragg, L., Johnson, S., Marlow, N., Simms, V. and Inglis, M.
    DOI10.1371/journal.pone.0067374
    Related URLs
    URLURL Type
    http://www.scopus.com/inward/record.url?scp=84879041288&partnerID=8YFLogxKUNSPECIFIED
    http://www.plosone.org/article/info:doi/10.1371/journal.pone.0067374Free Full-text
    DepartmentsFaculty of Humanities & Social Sciences > Health
    Publisher StatementGilmore_Attridge_Clayton_Cragg_Johnson_Marlowe_Inglis_2013_.pdf: © 2013 Gilmore et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
    RefereedYes
    StatusPublished
    ID Code37159

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