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Title: Measuring the approximate number system in children: Exploring the relations among different tasks
Authors: Gilmore, Camilla ×
Attridge, Nina
De Smedt, Bert
Inglis, Matthew #
Issue Date: Jan-2014
Publisher: JAI Press
Series Title: Learning & Individual Differences vol:29 pages:50-58
Abstract: Research has demonstrated that children and adults have an Approximate Number System (ANS) which allows
individuals to represent and manipulate the representations of the approximate number of items within a set.
It has been suggested that individual differences in the precision of the ANS are related to individual differences
in mathematics achievement. One difficulty with understanding the role of the ANS, however, is a lack of
consistency across studies in tasks used to measure ANS performance. Researchers have used symbolic or
nonsymbolic comparison and addition tasks with varying types and sizes of stimuli. Recent studies with adult
participants have shown that performance on different ANS tasks is unrelated. Across two studies we
demonstrate that, in contrast to adults, children's performance across different ANS tasks, such as symbolic
and nonsymbolic comparison or approximate addition, is related. These findings suggest that there are
differences across development in the extent to which performance on nonsymbolic and symbolic tasks reflects
ANS precision.
ISSN: 1041-6080
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Parenting and Special Education
× corresponding author
# (joint) last author

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