Automatic non-symbolic numerosity processing in preschoolers

<div><p>There has recently been an increasing focus on the development of automatic processing of numerical magnitude. However, little effort has been made to explore automatic access to non-symbolic numerical magnitude in preschool children. In experiment 1, we used a non-symbolic physical size comparison task in 3- to 6-year-olds to examine developmental changes and the effect of ratio and counting principle knowledge. Results showed that the existence of automatic non-symbolic numerical processing began at age 3–4 years and size congruity effects tended to reduce with increasing age from 4 years old. The study also found that non-counting-principle knowers had a larger congruity effect, and in low ratio conditions the size congruity effect was more easily found. In addition, symbolic number comparison ability was negatively related to size congruity effect. In experiment 2, we explored the relationship between inhibition skill and size congruity effects, as well as interference and facilitatory components in children aged 4 years old. Results showed no correlation between inhibition skills and the size congruity effect and only interference effects were found. We also found a larger interference effect in low ratio conditions than in high ratio conditions.</p></div

Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties

<p>N/A</p

Mean accuracy and reaction times (standard deviation) under each condition.

<p>Mean accuracy and reaction times (standard deviation) under each condition.</p

Sample WPS tasks: <i>Kitty likes resting on the bench</i>, <i>and the bench is 45 cm high</i>.

<p>How high is the table?</p

95% confidence intervals and Bayes factors.

<p>95% confidence intervals and Bayes factors.</p

Mean scores for the dimensionalities of MA of four mathematics achievement groups.

<p>MLD = mathematical learning difficulty, LA = low achieving, TA = typical achieving, HA = high achieving. LMA = learning mathematics anxiety, MEA = mathematical evaluation anxiety.</p

Partially mediated structural equation modeling of mathematics anxiety, mathematical metacognition, and word problem solving with IQ partialled out.

<p>MA = mathematics anxiety, LMA = learning mathematics anxiety, MEA = mathematical evaluation anxiety, WPS = word problem solving. * <i>p</i> < .05. ** <i>p</i> < .01. *** <i>p</i> < .001.</p

Correlations between day-night scores and congruity, facilitation, and interference effects, and accuracy and RTs in each condition.

<p>Correlations between day-night scores and congruity, facilitation, and interference effects, and accuracy and RTs in each condition.</p

Hierarchical Regression Analysis predicting mathematics achievement scores^a from the mathematical metacognition and mathematics anxiety with the effect of IQ partialled out.

<p>Self-Image, Self-Regulation, Strategies, and Motivation were four dimensions of the mathematical metacognition. LMA = learning mathematics anxiety, MEA = mathematical evaluation anxiety.</p><p>*<i>p</i> < .05.</p><p>**<i>p</i> < .01.</p><p>***<i>p</i> < .001.</p><p>^a. The mathematics achievement score was the mean score of the two final mathematics achievement tests with the visual-spatial abilities question scores excluded.</p><p>Hierarchical Regression Analysis predicting mathematics achievement scores<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0130570#t002fn005" target="_blank">^a</a> from the mathematical metacognition and mathematics anxiety with the effect of IQ partialled out.</p

Summary of the partial correlations, means, and standard deviations for scores on mathematical metacognition, mathematics anxiety, and word problem solving, after controlling for the Raven’s Standard Progressive Matrices scores and verbal comprehension subtest scores.

<p>Self-Image, Self-Regulation, Strategies, and Motivation were four dimensions of the mathematical metacognition. LMA = learning mathematics anxiety, MEA = mathematical evaluation anxiety, WPS = word problem solving.</p><p>*<i>p</i> < .05.</p><p>**<i>p</i> < .01.</p><p>***<i>p</i>< .001.</p><p>^a. The mathematics score was the mean score of the two final mathematics achievement tests with the visual-spatial abilities question scores excluded.</p><p>Summary of the partial correlations, means, and standard deviations for scores on mathematical metacognition, mathematics anxiety, and word problem solving, after controlling for the Raven’s Standard Progressive Matrices scores and verbal comprehension subtest scores.</p