On the Multitude of Mathematics Skills: Spatial-Numerical Associations and Geometry Skill?

Cipora, Krzysztof; Schroeder, Philipp A.; Nuerk, Hans‐Christoph

doi:10.1007/978-3-319-98767-5_18

Cited by 6 publications

(19 citation statements)

References 25 publications

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“…Whether a relation between directional SNAs and arithmetic skill exists, is controversial (Cipora et al, 2015(Cipora et al, , 2018b(Cipora et al, ,c, 2019. Aulet and Lourenco report null, or in one task even negative, correlations between SNA strength and arithmetic skills, corroborating earlier findings that directional SNAs are at least not consistently linked to math skills.…”

Section: Cardinalitysupporting

confidence: 52%

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Editorial: On the Development of Space-Number Relations: Linguistic and Cognitive Determinants, Influences, and Associations

et al. 2020

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Section: Cardinalitysupporting

confidence: 52%

“…As one can see from this collection of 27 papers, there is a considerable variety of SNAs. Our guidance through this variety is based on a taxonomy of SNAs we have proposed and extended (Patro et al, 2014;Cipora et al, 2015Cipora et al, , 2018b.…”

Section: Opening Remarksmentioning

confidence: 99%

Editorial: On the Development of Space-Number Relations: Linguistic and Cognitive Determinants, Influences, and Associations

et al. 2020

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“…In the remaining four studies (Bachot et al 2005;Georges et al, 2017;Crollen et al, 2015;Hoffmann et al, 2013), children characterized as having a higher level of math skills had a stronger SNARC effect, and the SNARC effect was not present in children who experienced math difficulties. Of note, even in the case of studies in which a significant relationship was found, the observed effect sizes were either small or moderate (only in one case did the correlation exceed .30; in the case of group comparisons, corresponding effect sizes were also small, see Cipora et al, 2018b). Thus, our reading of the literature is that for the relationship between the SNARC effect and math skill, there probably has been a null and possibly small effect size in children, but certainly not a medium or large one.…”

Section: The Relationship Of the Snarc Effect And Math Skill: Does Itmentioning

confidence: 92%

“…have not found such a relationship (see Cipora et al, 2018b for a review considering different * We would like to thank an anonymous Reviewer for bringing this point to our attention.…”

Section: The Relationship Of the Snarc Effect And Math Skill: Does Itmentioning

confidence: 99%

“…On the contrary, various cognitive processes (e.g., working memory, conceptual knowledge, or automation of processing) and affective demands (e.g., presence of time pressure) are associated with solving different math tasks. Therefore the math skills is rather mathematical (i.e., skills necessary to solve mathematical problems), than psychological category (see Cipora et al, 2018b). Progress in understanding of what constitutes math skills will also help us understand links between different SNAs and different math skills (see also Cipora et al, 2020a).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

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A gifted SNARC? Directional spatial-numerical associations in gifted children with high level math skills do not differ from controls

He¹,

Nuerk²,

Derksen³

et al. 2019

Preprint

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The SNARC (Spatial-Numerical Association of Response Codes) effect (i.e., a tendency to associate small / large magnitude numbers with the left / right hand side), is prevalent across the whole lifespan. Because the ability to relate numbers to space has been viewed as a cornerstone in the development of mathematical skills, the relationship between the SNARC effect and math skill has been frequently examined. The results remain largely inconsistent. Studies testing groups of people with very low or very high skill levels in math sometimes found relationships between SNARC and math skill. So far, however, studies testing such extreme math skill level groups were mostly investigating the SNARC effect in individuals revealing math difficulties. Groups with above average math skills remain understudied, especially in regard to children. Here, we investigate the SNARC effect in gifted children, as compared to normally developing children (overall n = 165). Frequentist and Bayesian analysis suggested that the groups did not differ from each other in the SNARC effect. These results are the first to provide evidence for the SNARC effect in a relatively large sample of gifted (and mathematically highly skilled) children. In sum, our study provides another piece of evidence for no direct link between the SNARC effect and mathematical ability in childhood.

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A gifted SNARC? Directional spatial–numerical associations in gifted children with high-level math skills do not differ from controls

Nuerk

Derksen

et al. 2020

Psychological Research

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The SNARC (Spatial-Numerical Association of Response Codes) effect (i.e., a tendency to associate small/large magnitude numbers with the left/right hand side) is prevalent across the whole lifespan. Because the ability to relate numbers to space has been viewed as a cornerstone in the development of mathematical skills, the relationship between the SNARC effect and math skills has been frequently examined. The results remain largely inconsistent. Studies testing groups of people with very low or very high skill levels in math sometimes found relationships between SNARC and math skills. So far, however, studies testing such extreme math skills level groups were mostly investigating the SNARC effect in individuals revealing math difficulties. Groups with above average math skills remain understudied, especially in regard to children. Here, we investigate the SNARC effect in gifted children, as compared to normally developing children (overall n = 165). Frequentist and Bayesian analysis suggested that the groups did not differ from each other in the SNARC effect. These results are the first to provide evidence for the SNARC effect in a relatively large sample of gifted (and mathematically highly skilled) children. In sum, our study provides another piece of evidence for no direct link between the SNARC effect and mathematical ability in childhood.

show abstract

On the Multitude of Mathematics Skills: Spatial-Numerical Associations and Geometry Skill?

Cited by 6 publications

References 25 publications

Editorial: On the Development of Space-Number Relations: Linguistic and Cognitive Determinants, Influences, and Associations

Editorial: On the Development of Space-Number Relations: Linguistic and Cognitive Determinants, Influences, and Associations

A gifted SNARC? Directional spatial-numerical associations in gifted children with high level math skills do not differ from controls

A gifted SNARC? Directional spatial–numerical associations in gifted children with high-level math skills do not differ from controls

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