Skip to main content
Mijn bibliotheek
Shop
Nieuws Boeken Tijdschriften E-learning Web-tv Video Audio
Tips voor Mijn BSL
UITGEBREID ZOEKEN
Inloggen
Top
Psychological Research
Gepubliceerd in: Psychological Research 5/2021

04-07-2020 | Original Article

The influence of children’s mathematical competence on performance in mental number line, time knowledge and time perception

Auteurs: Mohammad Ali Nazari, Saied Sabaghypour, Mina Pezhmanfard, Kiana Azizi, Shahram Vahedi

Gepubliceerd in: Psychological Research | Uitgave 5/2021

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Abstract

A growing body of research suggests that space, time and number are represented within a common system. Other studies have shown this relationship is related to the mathematical competency. Here we examined the influence of the mathematical capacities of 8–12 years old children, grouped into high (n = 63) and low (n = 58) on performance in mental number line, time knowledge and time perception. The results revealed that mathematical competency influences mental number line and time knowledge, but with regard to time perception the effects were only observed in time production task. In addition, the results of correlation analysis revealed interaction between time knowledge, time production (but not reproduction) and mental number line. Finally, the findings are discussed within the framework of the recent theories regarding representation of space, time and number.
vorige artikel Correction to: Age differences in diffusion model parameters: a meta-analysis
volgende artikel When more is less in financial decision-making: financial literacy magnifies framing effects
Literatuur
Allman, M. J., Teki, S., Griffiths, T. D., & Meck, W. H. (2014). Properties of the internal clock: First-and second-order principles of subjective time. Annual Review of Psychology, 65, 743–771.PubMedCrossRef
Andersson, U. (2008). Mathematical competencies in children with different types of learning difficulties. Journal of Educational Psychology, 100(1), 48.CrossRef
Arrighi, R., Togoli, I., & Burr, D. C. (2014). A generalized sense of number. Proceedings of the Royal Society B: Biological Sciences, 281(1797), 20141791.PubMedPubMedCentralCrossRef
Ashcraft, M. H., & Moore, A. M. (2012). Cognitive processes of numerical estimation in children. Journal of Experimental Child Psychology, 111(2), 246–267.PubMedCrossRef
Aulet, L. S., & Lourenco, S. F. (2018). The developing mental number line: Does its directionality relate to 5- to 7-year-old children’s mathematical abilities? Frontiers in Psychology, 9, 1142.PubMedPubMedCentralCrossRef
Aulet, L. S., Yousif, S. R., & Lourenco, S. F. (2017). Numbers uniquely bias spatial attention: a novel paradigm for understanding spatial-numerical associations. In G. Gunzelmann., A. Howes., T. Tenbrink., & E. J. Davelaar (Ed.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 75–80). Austin, TX: Cognitive Science Society.
Baudouin, A., Vanneste, S., Isingrini, M., & Pouthas, V. (2006). Differential involvement of internal clock and working memory in the production and reproduction of duration: A study on older adults. Acta Psychologica, 121(3), 285–296.PubMedCrossRef
Block, R. A., Zakay, D., & Hancock, P. A. (1998). Human aging and duration judgments: A meta-analytic review. Psychology and Aging, 13(4), 584.PubMedCrossRef
Bonato, M., Zorzi, M., & Umiltà, C. (2012). When time is space: Evidence for a mental time line. Neuroscience & Biobehavioral Reviews, 36(10), 2257–2273.CrossRef
Booth, J. L., & Siegler, R. S. (2006). Developmental and individual differences in pure numerical estimation. Developmental Psychology, 42(1), 189.PubMedCrossRef
Booth, J. L., & Siegler, R. S. (2008). Numerical magnitude representations influence arithmetic learning. Child Development, 79(4), 1016–1031.PubMedCrossRef
Boyer, T. W., Levine, S. C., & Huttenlocher, J. (2008). Development of proportional reasoning: Where young children go wrong. Developmental Psychology, 44(5), 1478.PubMedPubMedCentralCrossRef
Buhusi, C. V., & Meck, W. H. (2005). What makes us tick? Functional and neural mechanisms of interval timing. Nature Reviews Neuroscience, 6(10), 755–765.PubMedCrossRef
Bull, R., Cleland, A. A., & Mitchell, T. (2013). Sex differences in the spatial representation of number. Journal of Experimental Psychology: General, 142(1), 181.CrossRef
Butterworth, B. (2008). Developmental dyscalculia. In J. Reed & J. Warner-Rogers (Eds.), Child Neuropsychology: Concepts, Theory, and Practice (pp. 357–374).
Cappelletti, M., Freeman, E. D., & Cipolotti, L. (2009). Dissociations and interactions between time, numerosity and space processing. Neuropsychologia, 47(13), 2732–2748.PubMedPubMedCentralCrossRef
Cappelletti, M., Freeman, E. D., & Cipolotti, L. (2011). Numbers and time doubly dissociate. Neuropsychologia, 49(11), 3078–3092.PubMedCrossRef
Casasanto, D., & Boroditsky, L. (2008). Time in the mind: Using space to think about time. Cognition, 106(2), 579–593.PubMedCrossRef
Castelli, F., Glaser, D. E., & Butterworth, B. (2006). Discrete and analogue quantity processing in the parietal lobe: A functional MRI study. Proceedings of the National Academy of Sciences, 103(12), 4693–4698.CrossRef
Cheng, Y. L., & Mix, K. S. (2014). Spatial training improves children's mathematics ability. Journal of Cognition and Development, 15(1), 2–11.CrossRef
Cipora, K., Hohol, M., Nuerk, H. C., Willmes, K., Brożek, B., Kucharzyk, B., et al. (2016). Professional mathematicians differ from controls in their spatial–numerical associations. Psychological Research Psychologische Forschung, 80(4), 710–726.PubMedCrossRef
Cipora, K., & Nuerk, H. C. (2013). Is the SNARC effect related to the level of mathematics? No systematic relationship observed despite more power, more repetitions, and more direct assessment of arithmetic skill. The Quarterly Journal of Experimental Psychology, 66(10), 1974–1991.PubMedCrossRef
Cohen, D. J., & Sarnecka, B. W. (2014). Children’s number-line estimation shows development of measurement skills (not number representations). Developmental Psychology, 50(6), 1640.PubMedPubMedCentralCrossRef
Conson, M., Cinque, F., Barbarulo, A. M., & Trojano, L. (2008). A common processing system for duration, order and spatial information: Evidence from a time estimation task. Experimental Brain Research, 187(2), 267–274.PubMedCrossRef
Dehaene, S. (2001). Précis of the number sense. Mind & language, 16(1), 16–36.
Dehaene, S. (2011). The number sense: How the mind creates mathematics. Oxford: OUP.
Dehaene, S., Bossini, S., & Giraux, P. (1993). The mental representation of parity and number magnitude. Journal of Experimental Psychology: General, 122(3), 371.CrossRef
Dehaene, S., Dehaene-Lambertz, G., & Cohen, L. (1998). Abstract representations of numbers in the animal and human brain. Trends in Neurosciences, 21(8), 355–361.PubMedCrossRef
Droit-Volet, S., Clément, A., & Fayol, M. (2008). Time, number and length: Similarities and differences in discrimination in adults and children. The Quarterly Journal of Experimental Psychology, 61(12), 1827–1846.PubMedCrossRef
Fabbri, M., & Natale, V. (2009). Does the ATOM (a theory of magnitude) model represent the advance in psychological research? 83–111.
Fias, W., & Fischer, M. H. (2005). Spatial representation of numbers. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 43–54). Psychology Press.
Fischer, M. H. (2008). Finger counting habits modulate spatial–numerical associations. Cortex, 44(4), 386–392.PubMedCrossRef
Fraisse, P. (1963) The Psychology of Time. Harper & Row.
Friedman, W. J. (1986). The development of children's knowledge of temporal structure. Child development, 57(6), 1386–1400.
Friedman, W. J. (2000). The development of children's knowledge of the times of future events. Child Development, 71(4), 913–932.PubMedCrossRef
Fuson, K. C., Clements, D. H., & Sybilla. Beckmann. (2010). Focus in kindergarten: Teaching with curriculum focal points. National Council of Teachers of Mathematics.
Gevers, W., Reynvoet, B., & Fias, W. (2003). The mental representation of ordinal sequences is spatially organized. Cognition, 87(3), B87–B95.PubMedCrossRef
Gevers, W., Reynvoet, B., & Fias, W. (2004). The mental representation of ordinal sequences is spatially organised: evidence from days of the week. Cortex, 40, 171–172.
Gilligan, K. A., Flouri, E., & Farran, E. K. (2017). The contribution of spatial ability to mathematics achievement in middle childhood. Journal of Experimental Child Psychology, 163, 107–125.PubMedCrossRef
Ginsburg, V., Van Dijck, J. P., Previtali, P., Fias, W., & Gevers, W. (2014). The impact of verbal working memory on number–space associations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(4), 976.PubMed
Göbel, S. M., Watson, S. E., Lervåg, A., & Hulme, C. (2014). Children’s arithmetic development: It is number knowledge, not the approximate number sense, that counts. Psychological Science, 25(3), 789–798.PubMedCrossRef
Grondin, S. (2010). Timing and time perception: A review of recent behavioral and neuroscience findings and theoretical directions. Attention, Perception, & Psychophysics, 72(3), 561–582.CrossRef
Hornung, C., Schiltz, C., Brunner, M., & Martin, R. (2014). Predicting first-grade mathematics achievement: The contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence. Frontiers in Psychology, 5, 272.PubMedPubMedCentralCrossRef
Hubbard, E. M., Piazza, M., Pinel, P., & Dehaene, S. (2005). Interactions between number and space in parietal cortex. Nature Reviews Neuroscience, 6(6), 435–448.PubMedCrossRef
Ishihara, M., Keller, P. E., Rossetti, Y., & Prinz, W. (2008). Horizontal spatial representations of time: Evidence for the STEARC effect. Cortex, 44(4), 454–461.PubMedCrossRef
Jordan, N. C., Glutting, J., & Ramineni, C. (2010). The importance of number sense to mathematics achievement in first and third grades. Learning and Individual Differences, 20(2), 82–88.PubMedPubMedCentralCrossRef
Jordan, N. C., Hansen, N., Fuchs, L. S., Siegler, R. S., Gersten, R., & Micklos, D. (2013). Developmental predictors of fraction concepts and procedures. Journal of Experimental Child Psychology, 116(1), 45–58.PubMedCrossRef
Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850.PubMedPubMedCentralCrossRef
Khoshnoud, S., Shamsi, M., Nazari, M. A., & Makeig, S. (2018). Different cortical source activation patterns in children with attention deficit hyperactivity disorder during a time reproduction task. Journal of Clinical and Experimental Neuropsychology, 40(7), 633–649.PubMedCrossRef
Kramer, P., Bressan, P., & Grassi, M. (2018). The SNARC effect is associated with worse mathematical intelligence and poorer time estimation. Royal Society Open Science, 5(8), 172362.PubMedPubMedCentralCrossRef
Labrell, F., Mikaeloff, Y., Perdry, H., & Dellatolas, G. (2016). Time knowledge acquisition in children aged 6–11 years and its relationship with numerical skills. Journal of Experimental Child Psychology, 143, 1–13.PubMedCrossRef
Labrell, F., & Stefaniak, N. (2011). The development of diachronic thinking between 6 and 11 years: The case of growth and death. International Journal of Behavioral Development, 35(6), 532–541.CrossRef
Laski, E. V., & Siegler, R. S. (2007). Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison. Child Development, 78(6), 1723–1743.PubMedCrossRef
Lauer, J. E., & Lourenco, S. F. (2016). Spatial processing in infancy predicts both spatial and mathematical aptitude in childhood. Psychological Science, 27(10), 1291–1298.PubMedCrossRef
Link, T., Nuerk, H. C., & Moeller, K. (2014). On the relation between the mental number line and arithmetic competencies. The Quarterly Journal of Experimental Psychology, 67(8), 1597–1613.PubMedCrossRef
Lourenco, S. F., & Longo, M. R. (2010). General magnitude representation in human infants. Psychological Science, 21(6), 873–881.PubMedCrossRef
Lu, A., Hodges, B., Zhang, J., & Zhang, J. X. (2009). Contextual effects on number–time interaction. Cognition, 113(1), 117–122.PubMedCrossRef
Maertens, B., De Smedt, B., Sasanguie, D., Elen, J., & Reynvoet, B. (2016). Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: Does it matter? Learning and Instruction, 46, 1–11.CrossRef
Marcelino, L., de Sousa, Ó., & Lopes, A. (2017). Predictive relation between early numerical competencies and mathematics achievement in first grade Portuguese children. Frontiers in Psychology, 8, 1103.PubMedPubMedCentralCrossRef
McCormack, T., & Hoerl, C. (2008). Temporal decentering and the development of temporal concepts. Language Learning, 58, 89–113.CrossRef
McInerney, R. J., & Kerns, K. A. (2003). Time reproduction in children with ADHD: Motivation matters. Child Neuropsychology, 9(2), 91–108.PubMedCrossRef
Meck, W. H. (1983). Selective adjustment of the speed of internal clock and memory processes. Journal of Experimental Psychology: Animal Behavior Processes, 9(2), 171.PubMed
Meck, W. H. (1996). Neuropharmacology of timing and time perception. Cognitive Brain Research, 3(3–4), 227–242.PubMedCrossRef
Meck, W. H., & Church, R. M. (1983). A mode control model of counting and timing processes. Journal of Experimental Psychology: Animal Behavior Processes, 9(3), 320.PubMed
Moyer, R. S., & Landauer, T. K. (1967). Time required for judgements of numerical inequality. Nature, 215(5109), 1519–1520.PubMedCrossRef
Mueller, S. T., & Piper, B. J. (2014). The psychology experiment building language (PEBL) and PEBL test battery. Journal of Neuroscience Methods, 222, 250–259.PubMedCrossRef
Mulligan, J., Woolcott, G., Mitchelmore, M., & Davis, B. (2018). Connecting mathematics learning through spatial reasoning. Mathematics Education Research Journal, 30(1), 77–87.CrossRef
Newcombe, N. S. (2013). Seeing relationships: using spatial thinking to teach science, mathematics, and social studies. American Educator, 37(1), 26.
Oliveri, M., Vicario, C. M., Salerno, S., Koch, G., Turriziani, P., Mangano, R., et al. (2008). Perceiving numbers alters time perception. Neuroscience Letters, 438(3), 308–311.PubMedCrossRef
Ornstein, R. (1975). On the experience of time. Baltimore: Penguin.
Östergren, R., & Träff, U. (2013). Early number knowledge and cognitive ability affect early arithmetic ability. Journal of Experimental Child Psychology, 115(3), 405–421.PubMedCrossRef
Pan, Y., & Luo, Q. Y. (2012). Working memory modulates the perception of time. Psychonomic Bulletin & Review, 19(1), 46–51.CrossRef
Perbal, S., Droit-Volet, S., Isingrini, M., & Pouthas, V. (2002). Relationships between age-related changes in time estimation and age-related changes in processing speed, attention, and memory. Aging, Neuropsychology, and Cognition, 9(3), 201–216.CrossRef
Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Child Development, 79(2), 375–394.PubMedCrossRef
Rammsayer, T. H. (2001). Ageing and temporal processing of durations within the psychological present. European Journal of Cognitive Psychology, 13(4), 549–565.CrossRef
Santiago, J., Román, A., Ouellet, M., Rodríguez, N., & Pérez-Azor, P. (2010). In hindsight, life flows from left to right. Psychological Research PRPF, 74(1), 59–70.CrossRef
Schneider, M., Beeres, K., Coban, L., Merz, S., Susan Schmidt, S., Stricker, J., et al. (2017). Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: A meta-analysis. Developmental Science, 20(3), e12372.CrossRef
Schneider, M., Grabner, R. H., & Paetsch, J. (2009). Mental number line, number line estimation, and mathematical achievement: their interrelations in grades 5 and 6. Journal of Educational Psychology, 101(2), 359.CrossRef
Schneider, M., Heine, A., Thaler, V., Torbeyns, J., De Smedt, B., Verschaffel, L., et al. (2008). A validation of eye movements as a measure of elementary school children's developing number sense. Cognitive Development, 23(3), 409–422.CrossRef
Schneider, M., Merz, S., Stricker, J., De Smedt, B., Torbeyns, J., Verschaffel, L., et al. (2018). Associations of number line estimation with mathematical competence: A meta-analysis. Child Development, 89(5), 1467–1484.PubMedCrossRef
Seron, X., Pesenti, M., Noel, M. P., Deloche, G., & Cornet, J. A. (1992). Images of numbers, or “When 98 is upper left and 6 sky blue”. Cognition, 44(1–2), 159–196.PubMedCrossRef
Siegler, R. S. (2016). Magnitude knowledge: The common core of numerical development. Developmental Science, 19(3), 341–361.PubMedCrossRef
Siegler, R. S., & Opfer, J. E. (2003). The development of numerical estimation: Evidence for multiple representations of numerical quantity. Psychological science, 14(3), 237–250.PubMedCrossRef
Simms, V., Clayton, S., Cragg, L., Gilmore, C., & Johnson, S. (2016). Explaining the relationship between number line estimation and mathematical achievement: The role of visuomotor integration and visuospatial skills. Journal of Experimental Child Psychology, 145, 22–33.PubMedCrossRef
Skagerlund, K., & Träff, U. (2016). Processing of space, time, and number contributes to mathematical abilities above and beyond domain-general cognitive abilities. Journal of Experimental Child Psychology, 143, 85–101.PubMedCrossRef
Starkey, P., & Cooper, R. G. (1980). Perception of numbers by human infants. Science, 210(4473), 1033–1035.PubMedCrossRef
Strauss, M. S., & Curtis, L. E. (1981). Infant perception of numerosity. Child Development, 52, 1146–1152.PubMedCrossRef
Tobia, V., Rinaldi, L., & Marzocchi, G. M. (2018). Time processing impairments in preschoolers at risk of developing difficulties in mathematics. Developmental Science, 21(2), e12526.CrossRef
Torbeyns, J., Schneider, M., Xin, Z., & Siegler, R. S. (2015). Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents. Learning and Instruction, 37, 5–13.CrossRef
Treisman, M. (1963). Temporal discrimination and the indifference interval: Implications for a model of the" internal clock". Psychological Monographs: General and Applied, 77(13), 1.CrossRef
Vallesi, A., Binns, M. A., & Shallice, T. (2008). An effect of spatial–temporal association of response codes: Understanding the cognitive representations of time. Cognition, 107(2), 501–527.PubMedCrossRef
van Dijck, J. P., & Fias, W. (2011). A working memory account for spatial–numerical associations. Cognition, 119(1), 114–119.PubMedCrossRef
Van Luit, J. E. H., & Toll, S. W. M. (2018). Associative cognitive factors of math problems in students diagnosed with developmental dyscalculia. Frontiers in Psychology, 9, 1907.PubMedPubMedCentralCrossRef
Van Opstal, F., & Verguts, T. (2011). The origins of the numerical distance effect: the same–different task. Journal of Cognitive Psychology, 23(1), 112–120.CrossRef
Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N. (2017). Links between spatial and mathematical skills across the preschool years. Hoboken: Wiley.
Vicario, C. M. (2013). On a generalized magnitude system in the brain: An integrative perspective. Frontiers in Psychology, 4, 829.PubMedPubMedCentral
Vogel, S. E., Grabner, R. H., Schneider, M., Siegler, R. S., & Ansari, D. (2013). Overlapping and distinct brain regions involved in estimating the spatial position of numerical and non-numerical magnitudes: An fMRI study. Neuropsychologia, 51(5), 979–989.PubMedCrossRef
Walsh, V. (2003). A theory of magnitude: Common cortical metrics of time, space and quantity. Trends in Cognitive Sciences, 7(11), 483–488.PubMedCrossRef
Walsh, V. (2015). A theory of magnitude: The parts that sum to number. In R. C. Kadosh & A. Dowker (Eds.), Oxford library of psychology. The Oxford handbook of numerical cognition (pp. 552–565). Oxford University Press.
Wilson, A. J., & Dehaene, S. (2007). Number sense and developmental dyscalculia. Human Behavior, Learning, and the Developing Brain: Atypical Development, 2, 212–237.
Winter, B., Marghetis, T., & Matlock, T. (2015). Of magnitudes and metaphors: Explaining cognitive interactions between space, time, and number. Cortex, 64, 209–224.PubMedCrossRef
Xuan, B., Chen, X. C., He, S., & Zhang, D. R. (2009). Numerical magnitude modulates temporal comparison: An ERP study. Brain Research, 1269, 135–142.PubMedCrossRef
Metagegevens
Titel
The influence of children’s mathematical competence on performance in mental number line, time knowledge and time perception
Auteurs
Mohammad Ali Nazari
Saied Sabaghypour
Mina Pezhmanfard
Kiana Azizi
Shahram Vahedi
Publicatiedatum
04-07-2020
Uitgeverij
Springer Berlin Heidelberg
Gepubliceerd in
Psychological Research / Uitgave 5/2021
Print ISSN: 0340-0727
Elektronisch ISSN: 1430-2772
DOI
https://doi.org/10.1007/s00426-020-01380-7

Andere artikelen Uitgave 5/2021

Psychological Research 5/2021 Naar de uitgave

Original Article

Do interoceptive accuracy and interoceptive sensibility predict emotion regulation?

Original Article

The impact of implicit and explicit suggestions that ‘there is nothing to learn’ on implicit sequence learning

Correction

Correction to: Age differences in diffusion model parameters: a meta-analysis

Original Article

Aging and working memory modulate the ability to benefit from visible speech and iconic gestures during speech-in-noise comprehension

Original Article

Temporal error monitoring with directional error magnitude judgements: a robust phenomenon with no effect of being watched

Original Article

Age differences in diffusion model parameters: a meta-analysis