Is the SNARC effect related to the level of mathematics? No systematic relationship observed despite more power, more repetitions, and more direct assessment of arithmetic skill

The SNARC (spatial-numerical association of response codes) described that larger numbers are responded faster with the right hand and smaller numbers with the left hand. It is held in the literature that arithmetically skilled and nonskilled adults differ in the SNARC. However, the respective data are descriptive, and the decisive tests are nonsignificant. Possible reasons for this nonsignificance could be that in previous studies (a) very small samples were used, (b) there were too few repetitions producing too little power and, consequently, reliabilities that were too small to reach conventional significance levels for the descriptive skill differences in the SNARC, and (c) general mathematical ability was assessed by the field of study of students, while individual arithmetic skills were not examined. Therefore we used a much bigger sample, a lot more repetitions, and direct assessment of arithmetic skills to explore relations between the SNARC effect and arithmetic skills. Nevertheless, a difference in SNARC effect between arithmetically skilled and nonskilled participants was not obtained. Bayesian analysis showed positive evidence of a true null effect, not just a power problem. Hence we conclude that the idea that arithmetically skilled and nonskilled participants generally differ in the SNARC effect is not warranted by our data. © 2013 The Experimental Psychology Society

What the Attentional-SNARC and its (null) replications can and cannot tell us

In response to a recent point raised by Fischer at al. (2020), we discuss the theoretical implications of both the original Attentional SNARC (Att-SNARC) and its recent failed multilaboratory replication. In our view, the theoretical importance of the original Att-SNARC can be summarized in two points: (1) there is a conceptual link between numbers and space, which can be observed as Spatial-Numerical Associations, and (2) Spatial-Numerical Associations are involuntary and automatic. We conclude that convergent evidence from other paradigms saves the first point from being challenged in light of the failed replication; but, on the other hand, empirical evidence for the second point no longer holds.</p

Forty-two or two-and-forty: learning maths in different languages

Doing basic maths seems to be a pretty common thing. 2 + 2 equals 4, both in France and in China. 7 × 8 equals 56, both in the United States of America and in Germany. Although most of us use the same symbols to write down numbers (1, 2, 3, 4 ...), we use very different words for these numbers simply because we speak different languages. In this article, we will give examples of what number words in different languages look like. We also show how the way multi-digit number words are built can make learning maths and dealing with large numbers easier or more difficult. </div

Situated influences on spatial-numerical associations

Numerous spatial biases influence navigation, interactions, and preferences in our environment. This volume considers their influences on perception and memory

Are spatial-numerical associations a cornerstone for arithmetic learning? The lack of genuine correlations suggests no

© 2015 International Mind, Brain, and Education Society and Blackwell Publishing, Inc. The mental number line metaphor describes how numbers are associated with space. These spatial-numerical associations (SNA) are subserved by parietal structures (mainly intraparietal sulcus [IPS] and posterior superior parietal lobule [PSPL]). Generally, it is assumed that this association is a basic cornerstone for arithmetic skills. In this review, we present a taxonomy of SNAs and outline which of them are related to arithmetic skills. Recent research suggests that not all SNAs are related to arithmetic skills; for instance, the spatial-numerical association of response codes (SNARC) is not or at least less related to arithmetic skills than SNAs assessed in the number line estimation task. In general, we conclude that the relationship between SNAs and arithmetic skills are rather weak or caused by mediating variables. Nevertheless, interventions based on relations between space and numbers can be beneficial for arithmetic skills because space is a powerful tool to understand arithmetic concepts

Different ways to measure math anxiety

Book description: Feelings of apprehension and fear brought on by mathematical performance can affect correct mathematical application and can influence the achievement and future paths of individuals affected by it. In recent years, math anxiety has become a subject of increasing interest both in educational and clinical settings. This ground-breaking collection presents theoretical, educational and psychophysiological perspectives on the widespread phenomenon of mathematics anxiety.Featuring contributions from leading international researchers, Mathematics Anxiety challenges preconceptions and clarifies several crucial areas of research, such as the distinction between math anxiety from other forms of anxiety (i.e., general or test anxiety); the ways in which math anxiety has been assessed (e.g., throughout self-report questionnaires or psychophysiological measures); the need to clarify the direction of the relationship between math anxiety and mathematics achievement (which causes which).Offering a re-evaluation of the negative connotations usually associated with math anxiety and prompting avenues for future research, this book will be invaluable to academics and students in the psychological and educational sciences, as well as teachers working with students who are struggling with math anxiety.</div

Bringing back the balance: Domain-general processes are also important in numerical cognition

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Math anxiety assessment with the Abbreviated Math Anxiety Scale: Applicability and usefulness: Insights from the Polish adaptation

© 2015 Cipora, Szczygiel, Willmes and Nuerk. Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS

Editorial: On the development of space-number relations: linguistic and cognitive determinants, influences, and associations

Editorial on the Research Topic: On the Development of Space-Number Relations: Linguistic and Cognitive Determinants, Influences, and Association

Task.

<p>A. Examples of number comparison items. Left: the upper number is larger, middle: the lower number is larger, right: null event (NE). B. Examples of (i) compatible items with small decade distance (CS), (ii) compatible items with large decade distance (CL), (iii) incompatible items with small decade distance (IS), (iv) incompatible items with large decade distance (IL) and (v) within-decade items (WD). DD = decade distance.</p