A Multilevel Meta-Analysis on the Causal Effect of Approximate Number System Training on Symbolic Math Performance
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| Title: | A Multilevel Meta-Analysis on the Causal Effect of Approximate Number System Training on Symbolic Math Performance |
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| Language: | English |
| Authors: | Qiu, Kailun, Chen, Edward H., Wan, Sirui (ORCID |
| Source: | Journal of Experimental Psychology: Learning, Memory, and Cognition. Nov 2021 47(11):1820-1835. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Meta Analysis, Number Systems, Mathematics Education, Mathematics Achievement, Symbols (Mathematics), Age Differences, Transfer of Training, Mathematics Instruction, Instructional Effectiveness, Mathematics Skills, Young Children, Young Adults |
| DOI: | 10.1037/xlm0001087 |
| ISSN: | 0278-7393 |
| Abstract: | 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 = 0.11, 95% confidence interval, CI [-0.01, 0.22]; precision-effect estimate with standard errors (PEESE) adjusted g = -0.04, 95% CI [-0.58, 0.50]). 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1326070 |
| Database: | ERIC |
| Abstract: | 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 = 0.11, 95% confidence interval, CI [-0.01, 0.22]; precision-effect estimate with standard errors (PEESE) adjusted g = -0.04, 95% CI [-0.58, 0.50]). 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. |
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| ISSN: | 0278-7393 |
| DOI: | 10.1037/xlm0001087 |
