A Multilevel Meta-Analysis on the Causal Effect of Approximate Number System Training on Symbolic Math Performance
We performed a meta-analysis of approximate number system (ANS) training studies to investigate the strength of the causal effects of practicing ANS related tasks on symbolic math performance. Across 33 effect sizes from 11 studies involving 754 participants, for which neither the treatment nor cont...
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| Veröffentlicht in: | Journal of experimental psychology. Learning, memory, and cognition memory, and cognition, 2021-11, Vol.47 (11), p.1820-1835 |
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| container_title | Journal of experimental psychology. Learning, memory, and cognition |
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| creator | Qiu, Kailun Chen, Edward H. Wan, Sirui Bailey, Drew H. |
| description | We performed a meta-analysis of approximate number system (ANS) training studies to investigate the strength of the causal effects of practicing ANS related tasks on symbolic math performance. Across 33 effect sizes from 11 studies involving 754 participants, for which neither the treatment nor control group received symbolic training, we found a small nonsignificant and sensitive effect of ANS training on symbolic math task performance (g = .11, 95% confidence interval, CI [−.01, .22]; precision-effect estimate with standard errors (PEESE) adjusted g = −.04, 95% CI [-.58, .50]). Some heterogeneity was accounted for by participant age, with larger estimates for adults than for children. Estimates did not vary significantly by ANS training type, training duration, and control group type. An exploratory analysis on the transfer effects of ANS training on untrained nonsymbolic tasks suggests weak support for the key auxiliary assumption that ANS training has substantial effects on a general ANS, indicating that the training literature may not adequately represent theories of how ANS influences symbolic number performance. |
| doi_str_mv | 10.1037/xlm0001087 |
| format | Article |
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Across 33 effect sizes from 11 studies involving 754 participants, for which neither the treatment nor control group received symbolic training, we found a small nonsignificant and sensitive effect of ANS training on symbolic math task performance (g = .11, 95% confidence interval, CI [−.01, .22]; precision-effect estimate with standard errors (PEESE) adjusted g = −.04, 95% CI [-.58, .50]). Some heterogeneity was accounted for by participant age, with larger estimates for adults than for children. Estimates did not vary significantly by ANS training type, training duration, and control group type. An exploratory analysis on the transfer effects of ANS training on untrained nonsymbolic tasks suggests weak support for the key auxiliary assumption that ANS training has substantial effects on a general ANS, indicating that the training literature may not adequately represent theories of how ANS influences symbolic number performance.</description><identifier>ISSN: 0278-7393</identifier><identifier>EISSN: 1939-1285</identifier><identifier>DOI: 10.1037/xlm0001087</identifier><identifier>PMID: 34694827</identifier><language>eng</language><publisher>United States: American Psychological Association</publisher><subject>Adjustment ; Adult ; Age Differences ; Causal Analysis ; Causality ; Child ; Children & youth ; Errors ; Human ; Humans ; Instructional Effectiveness ; Language ; Mathematics ; Mathematics Achievement ; Mathematics Education ; Mathematics Instruction ; Mathematics Skills ; Meta Analysis ; Number Systems ; Symbols (Mathematics) ; Systematic review ; Task Performance and Analysis ; Training ; Transfer of Training ; Young Adults ; Young Children</subject><ispartof>Journal of experimental psychology. 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Learning, memory, and cognition</title><addtitle>J Exp Psychol Learn Mem Cogn</addtitle><description>We performed a meta-analysis of approximate number system (ANS) training studies to investigate the strength of the causal effects of practicing ANS related tasks on symbolic math performance. Across 33 effect sizes from 11 studies involving 754 participants, for which neither the treatment nor control group received symbolic training, we found a small nonsignificant and sensitive effect of ANS training on symbolic math task performance (g = .11, 95% confidence interval, CI [−.01, .22]; precision-effect estimate with standard errors (PEESE) adjusted g = −.04, 95% CI [-.58, .50]). Some heterogeneity was accounted for by participant age, with larger estimates for adults than for children. Estimates did not vary significantly by ANS training type, training duration, and control group type. 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| subjects | Adjustment Adult Age Differences Causal Analysis Causality Child Children & youth Errors Human Humans Instructional Effectiveness Language Mathematics Mathematics Achievement Mathematics Education Mathematics Instruction Mathematics Skills Meta Analysis Number Systems Symbols (Mathematics) Systematic review Task Performance and Analysis Training Transfer of Training Young Adults Young Children |
| title | A Multilevel Meta-Analysis on the Causal Effect of Approximate Number System Training on Symbolic Math Performance |
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