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  1. Failure to replicate the benefit of approximate arithmetic training for symbolic arithmetic fluency in adults.Emily Szkudlarek, Joonkoo Park & Elizabeth M. Brannon - 2021 - Cognition 207 (C):104521.
    Previous research reported that college students' symbolic addition and subtraction fluency improved after training with non-symbolic, approximate addition and subtraction. These findings were widely interpreted as strong support for the hypothesis that the Approximate Number System (ANS) plays a causal role in symbolic mathematics, and that this relation holds into adulthood. Here we report four experiments that fail to find evidence for this causal relation. Experiment 1 examined whether the approximate arithmetic training effect exists within a shorter training period than (...)
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  • Testing the Efficacy of Training Basic Numerical Cognition and Transfer Effects to Improvement in Children’s Math Ability.Narae Kim, Selim Jang & Soohyun Cho - 2018 - Frontiers in Psychology 9.
    The goals of the present study were to test whether (and which) basic numerical abilities can be improved with training and whether training effects transfer to improvement in children’s math achievement. The literature is mixed with evidence that does or does not substantiate the efficacy of training basic numerical ability. In the present study, we developed a child-friendly software named ‘123 Bakery’ which includes four training modules; non-symbolic numerosity comparison, non-symbolic numerosity estimation, approximate arithmetic and symbol-to-numerosity mapping. Fifty-six first graders (...)
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