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NC 1 Flashcards

1
Q

Mathematical cognition describes how our

A

Cog. system processes numerical information

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2
Q

Mathematical cognition considers three fields -

A

Psychology
Neuroscience
Education

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3
Q

Childhood low numeracy can impact future…

A

QOL (e.g. career path and health)

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4
Q

SYMBOLIC number processing is divided into

A

Verbal

Visual

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5
Q

NON-SYMBOLIC number processing, i.e.

A

Three dots representing the number 3

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6
Q

Two systems for language-independent number processing

A
  1. Small Exact Numerosity

2. Large approximate numerosity

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7
Q

Two examples of SMALL EXACT NUMEROSITY

A

Object tracking system

Parallel individuation

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8
Q

One example of LARGE APPROXIMATE NUMEROSITY

A

ANS (approximate number system)

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9
Q

Task to test the Small Exact Numerosity system

A

Enumeration tasks

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10
Q

How might enumeration tasks be solved (2)

A
  1. Counting

2. Subitizing

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11
Q

Subitizing is

A

Fast/accurate enumeration of small numerical quantities

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12
Q

Fast/accurate enumeration of small numerical quantities

A

Subitizing

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13
Q

Subitizing ______ with age

A

Develops

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14
Q

Svenson + Sjoberg (1983)
Subitizing

Between 2 and 5 years old

A

Children can subitize 1-3 items

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15
Q

Svenson + Sjoberg (1983)
Subitizing

Between 7 years old and adulthood

A

Children can subitize 3-4 items

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16
Q

Svenson + Sjoberg (1983)
Subitizing

At what age can we subitize 3-4 items?

A

Between 7 and adulthood

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17
Q

Piazza et al., (2011)

Theory for limited subitizing capacity in early age?

A

Visuo-spatial working memory

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18
Q

Piazza et al., (2011)

As VS WM capacity increases

A

So does subitizing capacity

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19
Q

(Schleifer + Landerl, 2011)

How might dyscalculia (math disability) affect subitizing?

A

Children with D have STEEPER subitizing slopes

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20
Q

(Schleifer + Landerl, 2011)

“Children with dyscalculia have steeper subitizing slopes”

What does this mean?

A

As number of dots increases, so does RT (time spent subitizing)

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21
Q

“The system dedicated to the perception of small numerosities (3-4 items)”

A

Subitizing

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22
Q

Preschool children can subitize 1-3, older children can subitize 3 to 4. However, there is

A

Variability

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23
Q

The subitizing system is most likely related to the

A

Visuospatial working memory

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24
Q

The ANS (Approximate Number System) is based on

A

Estimation

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25
Q

The ANS is used for large/small numerosities

A

Large

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26
Q

ANS involves an ________ representation of large numerical quantities

A

Approximate

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27
Q

Example of an ANS task

A

“Which has more dots?”

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28
Q

Ratio effect in ANS

A

Ability to discriminate between large quantities relates to the RATIO of numerical sets

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29
Q

12 dots vs 16 dots

How would you work out the ratio?

A

16/12

30
Q

20 dots vs 16 dots

What is the distance?

A

4

31
Q

If the ratio is close to 1,

A

It is hard to discriminate

32
Q

If the ratio is far from 1,

A

It is easy to discriminate

33
Q

This ratio is easy to discriminate

A

Far from 1

34
Q

As the ratio increases, the percent ________ also increases

A

Correct

35
Q

What is a Gaussian curve?

A

Internal continuum of numbers - each number is 1 Gaussian curve

36
Q

Gaussian Curve

Each numerosity is represented

A

As a Gaussian curve

37
Q

Gaussian curves follow a _____ model

A

Linear

38
Q

Gaussian Curve

No overlap indicates

A

High accuracy

39
Q

Gaussian Curve

Overlapping indicates

A

Low accuracy

40
Q

Gaussian Curve

With 9 and 8, there is _____ overlap

A

Huge

41
Q

Gaussian Curve

overlapping is negatively correlated with

A

Accuracy

42
Q

Weber Fraction

The lower,

A

The better

43
Q

Xue + Spelke (2000)

What ratio can 6 month old infants correctly detect?

A

Ratio 2 (i..e 8 vs 16)

44
Q

Xu + Arriaga (2007)

10 month old infants can correctly detect a ratio of

A

1.5

45
Q

1.5

This is the ratio a _____ old infant can detect

A

10

46
Q

(Halberda et al., 2012)

Proposed that there is ___________ of the ANS from childhood to adulthood

A

Rapid amelioration

47
Q

(Halberda et al., 2012)

Proposed there is rapid amelioration of the ANS from childhood to adulthood, then

A

A slow decline

48
Q

Starr et al., (2013)

ANS acuity predicts

A

Later math achievement

49
Q

Weber Fraction is a way of measuring

A

ANS acuity

50
Q

Libertus et al., (2011)

ANS acuity in preschool correlates with

A

Math achievement

51
Q

ANS acuity is correlated with math achievement in both __________ and __________

A

Preschoolers

Adolescents

52
Q

ANS acuity is reduced in children with

A

Dsycalculia

53
Q

What difficulties are faced when studying the ANS? (4)

A
  1. Reliability
  2. Perceptual confounds
  3. Influence of executive skills
  4. Does the ANS exist?
54
Q

ANS studies

Reliability is _____

A

Low

55
Q

How do we know reliability is low in ANS studies?

A
  • Diff. ANS tasks have weak correlations

- Low test-retest reliability

56
Q

(DeWind + Brannon, 2016)

Found different ANS tasks have weak

A

Correlations

57
Q

(DeWind + Brannon, 2016)

Found different ANS tasks have _____ correlations

A

Weak

58
Q

Limitations of ANS studies

What does ‘Perceptual Confounds’ refer to?

A

Idea that spatial dimensions covary with numerosity

59
Q

Perceptual Confounds

Spatial dimensions covary with numerosity, e.g. (4)

A

Density
Area
Perimeter
Item size

60
Q

GIlmore et al.., (2013)

_______ may explain the relation between ANS and math achievement

A

Inhibition

61
Q

Is there a real ANS?

Which theory challenges the idea of an ANS?

A

Sensory-intergration theory

62
Q

Sensory-intergration theory

Proposes numerosity estimation is ACTUALLY the product of (2)

A
  1. Non-numerical sensory cues

2. Non symbolic stimuli

63
Q

Part of the motivation to study mathematical cognition comes from

A

Increasing awareness that many struggle with mathematics

64
Q

There is ______ in RT for each additional item in the subitizing range

A

Small/NO RT INCREASE

65
Q

There is a larger increase in RT per item outside the ….

A

Subitizing range

66
Q

___________ in subitizing may be related to the development of counting skills

A

Individual differences

67
Q

When using the ANS, irrelevant visual information (e.g. surface area) has to be ignored. This is known as…

A

Inhibitory control

68
Q

When using the ANS, irrelevant visual information (e.g. _____) has to be ignored. This is known as inhibitory control

A

Surface area

69
Q

Inhibitory control

A

The ability to suppress irrelevant information

70
Q

A smaller Weber fraction denotes

A

More accurate number representations

269 (18 decks)

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