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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
Language: English
Authors: Qiu, Kailun, Chen, Edward H., Wan, Sirui (ORCID 0000-0002-8750-0977), Bailey, Drew H.
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
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  Data: A Multilevel Meta-Analysis on the Causal Effect of Approximate Number System Training on Symbolic Math Performance
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  Data: <searchLink fieldCode="AR" term="%22Qiu%2C+Kailun%22">Qiu, Kailun</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Edward+H%2E%22">Chen, Edward H.</searchLink><br /><searchLink fieldCode="AR" term="%22Wan%2C+Sirui%22">Wan, Sirui</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8750-0977">0000-0002-8750-0977</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bailey%2C+Drew+H%2E%22">Bailey, Drew H.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Experimental+Psychology%3A+Learning%2C+Memory%2C+and+Cognition%22"><i>Journal of Experimental Psychology: Learning, Memory, and Cognition</i></searchLink>. Nov 2021 47(11):1820-1835.
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  Data: 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
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  Data: 16
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  Data: <searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Number+Systems%22">Number Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Symbols+%28Mathematics%29%22">Symbols (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+Training%22">Transfer of Training</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Adults%22">Young Adults</searchLink>
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  Data: 10.1037/xlm0001087
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  Data: 0278-7393
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  Group: Ab
  Data: 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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  Data: 2022
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1326070
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        Value: 10.1037/xlm0001087
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      – Text: English
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        PageCount: 16
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      – SubjectFull: Meta Analysis
        Type: general
      – SubjectFull: Number Systems
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      – SubjectFull: Mathematics Education
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Young Children
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      – SubjectFull: Young Adults
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      – TitleFull: A Multilevel Meta-Analysis on the Causal Effect of Approximate Number System Training on Symbolic Math Performance
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