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Approximate quantities and exact number words: dissociable systems
Neuropsychologia, 2003Numerical abilities are thought to rest on the integration of two distinct systems, a verbal system of number words and a non-symbolic representation of approximate quantities. This view has lead to the classification of acalculias into two broad categories depending on whether the deficit affects the verbal or the quantity system.
Cathy, Lemer +3 more
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Children's expectations about training the approximate number system
British Journal of Developmental Psychology, 2015Humans possess a developmentally precocious and evolutionarily ancient approximate number system ( ANS ) whose sensitivity correlates with uniquely human symbolic arithmetic skills. Recent studies suggest that ANS training improves symbolic arithmetic ...
Moira R. Dillon +3 more
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Mental Numerosity Line in the Human’s Approximate Number System
Experimental Psychology, 2016Abstract. Previous studies have demonstrated existence of a mental line for symbolic numbers (e.g., Arabic digits). For nonsymbolic number systems, however, it remains unresolved whether a spontaneous spatial layout of numerosity exists. The current experiment investigated whether SNARC-like (Spatial-Numerical Association of Response Codes) effects ...
Xinlin, Zhou +4 more
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“Approximate number system” training: A perceptual learning approach
Attention, Perception, & Psychophysics, 2018Recent research suggests that humans perceive quantity using a non-symbolic "number sense." This sense is then thought to provide a foundation for understanding symbolic numbers in formal education. Given this link, there has been interest in the extent to which the approximate number system (ANS) can be improved via dedicated training, as this could ...
Aaron, Cochrane +3 more
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The Approximate Number System (ANS) and Discriminating Magnitudes
2020This chapter, “The Approximate Number System (ANS) and Discriminating Magnitudes,” discusses our intuitive, rather than deliberative, understanding of numbers. Humans are born with an innate sense of number and an ability to perform simple arithmetic operations with sets of objects without counting.
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