Individual Differences in Implicit and Explicit Spatial Processing of Fractions

Recent studies have explored the foundations of mathematical skills by linking basic numerical processes to formal tests of mathematics achievement. Of particular interest is the relationship between spatial-numerical associations—specifically, the Spatial Numerical Association of Response Codes (SNARC) effect—and various measures of math ability. Thus far, studies investigating this relationship have yielded inconsistent results. Here, we investigate how individual implicit and explicit spatial representations of fractions relate to fraction knowledge and other formal measures of math achievement. Adult participants (n = 105) compared the magnitude of single digit, irreducible fractions to ½, a task that has previously produced a reliable SNARC effect. We observed a significant group-level SNARC effect based on overall fraction magnitude, with notable individual variability. While individual SNARC effects were correlated with performance on a fraction number-line estimation (NLE) task, only NLE significantly predicted scores on a fractions test and basic standardized math test, even after controlling for IQ, mean accuracy, and mean reaction time. This suggests that–for fractions–working with an explicit number line is a stronger predictor of math ability than implicit number line processing. Neither individual SNARC effects nor NLE performance were significant predictors of algebra scores; thus, the mental number line may not be as readily recruited during higher-order mathematical concepts, but rather may be a foundation for thinking about simpler problems involving rational magnitudes. These results not only characterize the variability in adults’ mental representations of fractions, but also detail the relative contributions of implicit (SNARC) and explicit (NLE) spatial representations of fractions to formal math skills

Registered Replication Report on Fischer, Castel, Dodd, and Pratt (2003)

The attentional spatial-numerical association of response codes (Att-SNARC) effect (Fischer, Castel, Dodd, & Pratt, 2003)—the finding that participants are quicker to detect left-side targets when the targets are preceded by small numbers and quicker to detect right-side targets when they are preceded by large numbers—has been used as evidence for embodied number representations and to support strong claims about the link between number and space (e.g., a mental number line). We attempted to replicate Experiment 2 of Fischer et al. by collecting data from 1,105 participants at 17 labs. Across all 1,105 participants and four interstimulus-interval conditions, the proportion of times the effect we observed was positive (i.e., directionally consistent with the original effect) was .50. Further, the effects we observed both within and across labs were minuscule and incompatible with those observed by Fischer et al. Given this, we conclude that we failed to replicate the effect reported by Fischer et al. In addition, our analysis of several participant-level moderators (finger-counting habits, reading and writing direction, handedness, and mathematics fluency and mathematics anxiety) revealed no substantial moderating effects. Our results indicate that the Att-SNARC effect cannot be used as evidence to support strong claims about the link between number and space

Registered replication report on Fischer, Castel, Dodd, and Pratt (2003)

The attentional spatial-numerical association of response codes (Att-SNARC) effect (Fischer, Castel, Dodd, & Pratt, 2003)—the finding that participants are quicker to detect left-side targets when the targets are preceded by small numbers and quicker to detect right-side targets when they are preceded by large numbers—has been used as evidence for embodied number representations and to support strong claims about the link between number and space (e.g., a mental number line). We attempted to replicate Experiment 2 of Fischer et al. by collecting data from 1,105 participants at 17 labs. Across all 1,105 participants and four interstimulus-interval conditions, the proportion of times the effect we observed was positive (i.e., directionally consistent with the original effect) was .50. Further, the effects we observed both within and across labs were minuscule and incompatible with those observed by Fischer et al. Given this, we conclude that we failed to replicate the effect reported by Fischer et al. In addition, our analysis of several participant-level moderators (finger-counting habits, reading and writing direction, handedness, and mathematics fluency and mathematics anxiety) revealed no substantial moderating effects. Our results indicate that the Att-SNARC effect cannot be used as evidence to support strong claims about the link between number and space

Negative Impacts of Pandemic Induced At-Home Remote Learning Can Be Mitigated by Parental Involvement

Format changes in U.S. schooling in response to the COVID-19 pandemic varied by month and by school district, ranging from exclusively home-based to full in-person learning. The impact of these changes on adolescent schooling experiences, and the factors that mitigate such impact, have been challenging to quantify. To address these challenges we employed bi-monthly repeated surveys of youths (N = 6, 546, aged 13–14 years) in a longitudinal study, starting before the pandemic peak (October 2020) and continuing through one year after the pandemic was declared (March 2021). We investigated how school format (in-person vs. remote) impacted objective time spent on academic activities and the subjective experience of school, and how these were influenced by parental engagement. Periods of exclusive at-home remote schooling were pervasive—reported by more than 60% of youths—and linked to a reduction in school enjoyment and time spent on reading, math, and science. In contrast, such periods were linked to more time with parents or guardians helping with school activities, and the frequency of such parental involvement was associated with reductions in negative feelings about school. Results point to potential pathways to mitigate the negative consequences of future school disruptions

Registered replication report on Fischer, Castel, Dodd, and Pratt (2003)

The attentional spatial-numerical association of response codes (Att-SNARC) effect (Fischer, Castel, Dodd, & Pratt, 2003)—the finding that participants are quicker to detect left-side targets when the targets are preceded by small numbers and quicker to detect right-side targets when they are preceded by large numbers—has been used as evidence for embodied number representations and to support strong claims about the link between number and space (e.g., a mental number line). We attempted to replicate Experiment 2 of Fischer et al. by collecting data from 1,105 participants at 17 labs. Across all 1,105 participants and four interstimulus-interval conditions, the proportion of times the effect we observed was positive (i.e., directionally consistent with the original effect) was 50. Further, the effects we observed both within and across labs were minuscule and incompatible with those observed by Fischer et al. Given this, we conclude that we failed to replicate the effect reported by Fischer et al. In addition, our analysis of several participant-level moderators (finger-counting habits, reading and writing direction, handedness, and mathematics fluency and mathematics anxiety) revealed no substantial moderating effects. Our results indicate that the Att-SNARC effect cannot be used as evidence to support strong claims about the link between number and space

Registered replication report on Fischer, Castel, Dodd, and Pratt (2003)

The attentional spatial-numerical association of response codes (Att-SNARC) effect (Fischer, Castel, Dodd, & Pratt, 2003)—the finding that participants are quicker to detect left-side targets when the targets are preceded by small numbers and quicker to detect right-side targets when they are preceded by large numbers—has been used as evidence for embodied number representations and to support strong claims about the link between number and space (e.g., a mental number line). We attempted to replicate Experiment 2 of Fischer et al. by collecting data from 1,105 participants at 17 labs. Across all 1,105 participants and four interstimulus-interval conditions, the proportion of times the effect we observed was positive (i.e., directionally consistent with the original effect) was .50. Further, the effects we observed both within and across labs were minuscule and incompatible with those observed by Fischer et al. Given this, we conclude that we failed to replicate the effect reported by Fischer et al. In addition, our analysis of several participant-level moderators (finger-counting habits, reading and writing direction, handedness, and mathematics fluency and mathematics anxiety) revealed no substantial moderating effects. Our results indicate that the Att-SNARC effect cannot be used as evidence to support strong claims about the link between number and space