Individual Differences in Inhibitory Control, Not Non-Verbal Number Acuity, Correlate with Mathematics Achievement

Given the well-documented failings in mathematics education in many Western societies, there has been an increased interest in understanding the cognitive underpinnings of mathematical achievement. Recent research has proposed the existence of an Approximate Number System (ANS) which allows individu...

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Bibliographic Details
Published in:PloS one 2013-06, Vol.8 (6), p.e67374
Main Authors: Gilmore, Camilla, Attridge, Nina, Clayton, Sarah, Cragg, Lucy, Johnson, Samantha, Marlow, Neil, Simms, Victoria, Inglis, Matthew
Format: Article
Language:English
Subjects:
Achievement
Achievement tests
Acuity
Arrays
Child
Child, Preschool
Cognitive ability
Core curriculum
Entrance examinations
Female
Health sciences
Humans
Individuality
Male
Mathematical analysis
Mathematical Concepts
Mathematics education
Number systems
Preschool education
Researchers
Skills
Studies
Task Performance and Analysis
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