Reference : The Impact of Mathematical Proficiency on the Number-Space Association
Scientific journals : Article
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/10993/15734
The Impact of Mathematical Proficiency on the Number-Space Association
English
Hoffmann, Danielle mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Mussolin, Christophe [Université Libre de Bruxelles - ULB]
Martin, Romain mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Schiltz, Christine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Jan-2014
PLoS ONE
Public Library of Science
Yes (verified by ORBilu)
International
1932-6203
San Franscisco
CA
[en] A specific instance of the association between numerical and spatial representations is the SNARC (Spatial Numerical Association of Response Codes) effect. The SNARC effect describes the finding that during binary classification of numbers participants are faster to respond to small/large numbers with the left/right hand respectively. Even though it has been frequently replicated, important inter-individual variability has also been reported. Mathematical proficiency is an obvious candidate source for inter-individual variability in numerical judgments, but studies investigating its influence on the SNARC effect remain scarce. The present experiment included a total of 95 University students, divided into three groups differing significantly in their mathematical proficiency levels. Using group analyses, it appeared that the three groups differed significantly in the strength of their number-space associations in a parity judgment task. This result was further confirmed on an individual level, with higher levels in arithmetic leading to relatively weaker SNARC effects. To explain this negative relationship we propose accounts based on differences in access to qualitatively different numerical representations and also consider more domain general factors, with a focus on inhibition capacities.
University of Luxembourg
Fonds National de la Recherche - FnR
Researchers
http://hdl.handle.net/10993/15734
10.1371/journal.pone.0085048
http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0085048

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