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The association between higher education and approximate number system acuity
Marcus Lindskog1, Anders Winman1, Peter Juslin1
1Department of Psychology, Uppsala University Uppsala, Sweden.
Frontiers in Psychology
|June 7, 2014
Summary
Higher education, particularly in mathematics, may enhance the approximate number system (ANS) acuity. Study duration showed improvements in ANS acuity, especially for business students, suggesting education impacts numerical cognition.
Area of Science:
- Cognitive science
- Educational psychology
- Neuroscience
Background:
- Humans possess an approximate number system (ANS) for non-symbolic numerosity.
- ANS acuity correlates with mathematical achievement.
- The causal relationship between ANS and math education is debated.
Purpose of the Study:
- To investigate the association between higher education, varying mathematics coursework, and ANS acuity.
- To determine if ANS acuity changes with study duration in university students.
Main Methods:
- Assessed ANS acuity in university students across mathematics, business, and humanities majors.
- Measured ANS acuity at the first and third year of study.
- Analyzed the relationship between major, study year, and ANS acuity.
Main Results:
- A non-significant trend indicated better ANS acuity in students with more mathematics coursework.
- Significant improvement in ANS acuity was observed with increased study length, primarily in business students.
- Results partially support the hypothesis that mathematical education enhances ANS acuity.
Conclusions:
- University education, especially with mathematical components, may positively influence ANS acuity.
- Study duration appears to be a factor in improving numerical cognition.
- Further research is needed to fully elucidate the bidirectional relationship between mathematical training and ANS development.
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