A rational explanation for links between the ANS and math
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Updated: Oct 10, 2025

Assessing Cerebral Autoregulation via Oscillatory Lower Body Negative Pressure and Projection Pursuit Regression
Published on: December 10, 2014
Melissa E Libertus1, Shirley Duong1, Danielle Fox1
1Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA15260, USA. libertus@pitt.edu, shd77@pitt.edu, DSF26@pitt.edu, lek79@pitt.edu, REM166@pitt.edu, andy.ribner@pitt.edu, AMS645@pitt.eduhttps://www.lrdc.pitt.edu/people/researcher-detail.cshtml?id=530, https://www.lrdc.pitt.edu/people/researcher-detail.cshtml?id=2004, https://www.lrdc.pitt.edu/people/researcher-detail.cshtml?id=2039, https://www.lrdc.pitt.edu/people/researcher-detail.cshtml?id=1802, https://www.lrdc.pitt.edu/people/researcher-detail.cshtml?id=3135, https://www.lrdc.pitt.edu/people/researcher-detail.cshtml?id=2031, https://www.lrdc.pitt.edu/people/researcher-detail.cshtml?id=2010.
Abstract:
The proposal by Clarke and Beck offers a new explanation for the association between the approximate number system (ANS) and math. Previous explanations have largely relied on developmental arguments, an underspecified notion of the ANS as an "error detection mechanism," or affective factors. The proposal that the ANS represents rational numbers suggests that it may directly support a broader range of math skills.
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