2010
DOI: 10.1007/s11858-010-0253-x
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Mathematical cognition: individual differences in resource allocation

Abstract: Individuals scoring higher in tests of general cognitive abilities tend to perform better on novel and familiar mathematical tasks. It has been scarcely investigated how this superior mathematical performance relates to the amount of cognitive resources that is invested to solve a given task. In this study we propose that, on novel tasks, individuals with high cognitive abilities outperform less able individuals, because they allocate a higher amount of resources. On familiar tasks, however, individuals with h… Show more

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Cited by 29 publications
(35 citation statements)
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“…The contributions by Bornemann et al (2010) as well as Landgraf et al (2010) provide first evidence of its sensitivity to mathematical processes and the link to regional cortical activity. This inexpensive methodology may also help to provide some biological constraints on existing cognitive accounts of mathematics learning.…”
Section: Introductionmentioning
confidence: 91%
See 2 more Smart Citations
“…The contributions by Bornemann et al (2010) as well as Landgraf et al (2010) provide first evidence of its sensitivity to mathematical processes and the link to regional cortical activity. This inexpensive methodology may also help to provide some biological constraints on existing cognitive accounts of mathematics learning.…”
Section: Introductionmentioning
confidence: 91%
“…This special issue also comprises investigations using transcranial near-infrared spectroscopy (NIRS) and pupillometry (Bornemann et al 2010;Landgraf et al 2010;Obersteiner et al 2010), which are both easily applicable in younger age groups. NIRS, on the one hand, measures cortical activity by detecting activation-related changes in the absorption and reflection of near-infrared light that is emitted into the scalp.…”
Section: Introductionmentioning
confidence: 99%
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“…A similar potential of cognitive neuroscience in relation to atypical development has been expressed in the field of reading as well (Gabrieli, 2009). Looking at the opposite side of the spectrum of individual differences, researchers are trying to unravel which cognitive factors contribute to proficiency with mathematics, as exemplified in this issue by Bornemann et al (2010) and Preusse et al (2010). They both investigated geometrical reasoning in high-intelligent individuals by combining behavioral data and neuroscientific measures, such as pupil dilatation and fMRI.…”
Section: From Cognitive Neuroscience To Mathematics Educationmentioning
confidence: 99%
“…It is the first special issue containing a collection of studies that use neuroscientific methods to examine mathematics learning that is published in a leading mathematics education journal. Moreover, this issue is not restricted to elementary number processing, but addresses explicitly arithmetical and mathematical skills that are formally taught in school, such as arithmetic (Menon, 2010), word problem solving (Lee et al, 2010;Obersteiner et al, 2010), geometry (Stavy & Babai, 2010;Bornemann et al, 2010), algebra (Thomas et al, 2010), and connecting, at least in terms of the mathematics subjects that are investigated, clearly to school mathematics.…”
Section: Introductionmentioning
confidence: 99%