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Libertus, Melissa E.; Feigenson, Lisa; Halberda, Justin; Landau, Barbara – Developmental Science, 2014
All numerate humans have access to two systems of number representation: an exact system that is argued to be based on language and that supports formal mathematics, and an Approximate Number System (ANS) that is present at birth and appears independent of language. Here we examine the interaction between these two systems by comparing the…
Descriptors: Congenital Impairments, Genetic Disorders, Mental Retardation, Number Systems
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Libertus, Melissa E.; Feigenson, Lisa; Halberda, Justin – Learning and Individual Differences, 2013
Previous research shows that children's ability to estimate numbers of items using their Approximate Number System (ANS) predicts later math ability. To more closely examine the predictive role of early ANS acuity on later abilities, we assessed the ANS acuity, math ability, and expressive vocabulary of preschoolers twice, six months apart. We…
Descriptors: Preschool Children, Number Systems, Mathematics, Nonverbal Ability
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Feigenson, Lisa – Journal of Experimental Child Psychology, 2011
Although the psychophysics of infants' nonsymbolic number representations have been well studied, less is known about other characteristics of the approximate number system (ANS) in young children. Here three experiments explored the extent to which the ANS yields abstract representations by testing infants' ability to transfer approximate number…
Descriptors: Number Systems, Infants, Young Children, Experiments
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Libertus, Melissa E.; Feigenson, Lisa; Halberda, Justin – Developmental Science, 2011
Previous research shows a correlation between individual differences in people's school math abilities and the accuracy with which they rapidly and nonverbally approximate how many items are in a scene. This finding is surprising because the Approximate Number System (ANS) underlying numerical estimation is shared with infants and with non-human…
Descriptors: Nonverbal Ability, Mathematics, Number Systems, Preschool Children
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Mazzocco, Michele M. M.; Feigenson, Lisa; Halberda, Justin – Child Development, 2011
Many children have significant mathematical learning disabilities (MLD, or dyscalculia) despite adequate schooling. The current study hypothesizes that MLD partly results from a deficiency in the Approximate Number System (ANS) that supports nonverbal numerical representations across species and throughout development. In this study of 71 ninth…
Descriptors: Learning Disabilities, Mathematics Achievement, Academic Achievement, Number Systems
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Feigenson, Lisa – Cognition, 2008
Adults can represent approximate numbers of items independently of language. This approximate number system can discriminate and compare entities as varied as dots, sounds, or actions. But can multiple different types of entities be enumerated in parallel and stored as independent numerosities? Subjects who were prevented from verbally counting…
Descriptors: Number Systems, Short Term Memory, Cognitive Ability, Cognitive Processes
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Halberda, Justin; Feigenson, Lisa – Developmental Psychology, 2008
Behavioral, neuropsychological, and brain imaging research points to a dedicated system for processing number that is shared across development and across species. This foundational Approximate Number System (ANS) operates over multiple modalities, forming representations of the number of objects, sounds, or events in a scene. This system is…
Descriptors: Number Systems, Neurology, Child Development, Children