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No evidence of learning in non-symbolic numerical tasks: A comment on Park & Brannon (2014)
Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Institutionen för psykologi.ORCID-id: 0000-0003-1326-6177
Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Institutionen för psykologi.
2016 (engelsk)Inngår i: Cognition, ISSN 0010-0277, E-ISSN 1873-7838, Vol. 150, s. 243-247Artikkel i tidsskrift, Editorial material (Fagfellevurdert) Published
Abstract [en]

Two recent studies - one of which was published in this journal - claimed to have found that learning on a non-symbolic arithmetic task improved performance on a symbolic arithmetic task (Park & Brannon, 2013, 2014). This finding has potentially far-reaching implications, because it would constitute evidence for a causal link between the Approximate Number System (ANS) and symbolic-math ability. Here, we argue that, due to the methodology used in both studies, the interpretation of data in terms of an improvement in ANS performance is problematic. We provide arguments and simulations showing that the trends in the data are similar to what one would expect for a non-learning observer. We discuss the implications for the original interpretation in terms of causality between non-symbolic and symbolic arithmetic performance.

sted, utgiver, år, opplag, sider
2016. Vol. 150, s. 243-247
Emneord [en]
Cognitive training; Training effect; Transfer effect; Math intervention
HSV kategori
Forskningsprogram
Psykologi
Identifikatorer
URN: urn:nbn:se:uu:diva-286669DOI: 10.1016/j.cognition.2016.01.005ISI: 000373550400022PubMedID: 26972468OAI: oai:DiVA.org:uu-286669DiVA, id: diva2:921860
Forskningsfinansiär
Swedish Research CouncilTilgjengelig fra: 2016-04-21 Laget: 2016-04-21 Sist oppdatert: 2017-11-30bibliografisk kontrollert

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