Poster D129, Monday, March 27, 8:00 – 10:00 am, Pacific Concourse
Relationships between ANS, intelligence and young children’s ability to solve non-symbolic division problems
Nayun Kwon1, So-Yeon Kim1; 1Department of Psychology, Duksung Women's University
Recently, it has become well-known that cognitive abilities such as Approximate Number System (ANS), number knowledge, and intelligence affect individual’s fundamental mathematical ability. However, it is unclear which of these cognitive abilities impact children’s fundamental mathematical ability the most. Therefore, in this study, we tested Korean children’s ability to solve non-symbolic division problems, ANS acuity and intelligence all together. We also examine those factors in combination to find out the relationships between ANS acuity, division reasoning abilities, and intelligence. To test these relationships, we used Panamath Dot Comparison Paradigm to measure children’s ANS acuity. Also, we employed McCrink’s non-symbolic division tasks (2015, 2016) to measure children’s ability to solve division problems. Also, we measured children’s intelligence using K-WPPSI-IV. Our results showed that, in all conditions of division tasks, performance in 4-6 years old children is higher than chance level (ts(23)=9.51 and 6.33, ps<0.05). Also children’s division performance showed positive correlation with Full scale IQ and ANS acuity (r=.58, p<.05 and r=.54 p<.05, respectively) in an easier condition. However, only the Full scale IQ was significantly correlated with the division performance in a more complex division task (r=.62, p<.05). Specifically, there were significant relationships between children’s division performance and verbal comprehension (r=.50, p<.05), fluid reasoning (r=41, p=.05), and processing speed index scores(r=.47, p<.05). Taken together, these findings suggest that both ANS and intelligence play essential roles in children’s fundamental mathematic ability.
Topic Area: THINKING: Development & aging