Individual differences in non-verbal number acuity correlate with maths achievement

By Justin Halberda, Michèle M. M. Mazzocco, Lisa Feigenson. Nature, 2008

1,403 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/9026755081d838609c62878c3deab601090c67da

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

A network of topographic numerosity maps in human association cortex (2016, background): “NPC1 lay on the gyrus posterior to the superior postcentral sulcus (right 22(5), − 61(7), 60(5), left − 22(4), − 59(11), 61(8)).”
Natural Number and Natural Geometry (2011, background): “In adolescents, the precision of the ANS retrodicts symbolic mathematics performance at seven years of age, controlling for IQ and performance in other school subjects [34].”
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 (2013, neutral): “RT, NDE(RT), Acc: [5–28] NDE(RT) RT, Acc: [1–9] RT, Acc: [10–58] NDE(RT) RT, NDE(RT): [20–72] NDE(RT) RT: [20–72] W: [12–40] RTs Acc, RT NDE(Acc): [1–9] Acc, RT”
Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. (2010, background): “Halberda et al. (2008) related ninth graders' current domain specific abilities (i.e. approximate number systemacuity) andprevious mathematical achievement while controlling for 16 domain general abilities (general intelligence, rapid lexical access, visual–spatial reasoning, working memory, and so…”
Computer-Assisted Intervention for Children with Low Numeracy Skills (2009, background): “Similarly, Halberda, Mazzocco, and Feigenson (2008) showed that magnitude comparison correlated strongly with standardized math test results.”
Representation of number in the brain. (2009, background): “Moreover, this nonverbal quantification system seems to constitute the phylogenetic and ontogenetic foundation of all further, more elaborate numerical skills (Halberda et al. 2008).”
A Developmental Approach to Machine Learning? (2017, background): “For example, the precision of visual discrimination of dot arrays predicts later mathematics achievement (Halberda et al., 2008) and the shape bias in toddlers predicts the ability to learn letters (Augustine et al., 2015; see also Zorzi et al., 2013).”
Bidirectional, Longitudinal Associations Between Math Ability and Approximate Number System Precision in Childhood (2018, methodology): “At each time point, children completed a nonsymbolic number-comparison task similar to that of Halberda, Mazzocco, and Feigenson (2008).”
Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010, neutral): “…et al., 2007, 2008, in press; Fletcher-Janzen, 2008; FletcherJanzen & Reynolds, 2008; Geary & Hoard, 2005; Grigorenko, 2009; Hain et al., 2009; Halberda et al., 2008; Hale, 2006; Hale et al., 2004, 2006, 2008, in press; Hughes, 2008; Johnson et al., 2010; Kaufman, 2008; Kavale & Flanagan,…”
What cognitive processes drive response biases? A diffusion model analysis (2011, background): “Halberda, Mazzocco, and Feigenson (2008), for example, found correlates to mathematical achievement in a similar numerosity-discrimination task.”
Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia. (2010, background): “…dyscalculic subjects (Isaacs, Edmonds, Lucas, & Gadian, 2001; Molko et al., 2003, 2004; Price, Holloway, Rasanen, Vesterinen, & Ansari, 2007), and supports the notion of a foundational role of the approximate number system in the development of symbolic numerical abilities (Halberda et al., 2008).”