Individual differences in non-verbal number acuity correlate with maths achievement

Justin Halberda (), Michèle M. M. Mazzocco and Lisa Feigenson
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Justin Halberda: Johns Hopkins University, Ames Hall, 3400 North Charles Street, Baltimore, Maryland 21218, USA
Michèle M. M. Mazzocco: Johns Hopkins University, Ames Hall, 3400 North Charles Street, Baltimore, Maryland 21218, USA
Lisa Feigenson: Johns Hopkins University, Ames Hall, 3400 North Charles Street, Baltimore, Maryland 21218, USA

Nature, 2008, vol. 455, issue 7213, 665-668

Abstract: Mathematical ability: safety in numbers The 'approximate number system' (ANS) is a rough-and-ready number sense that has been demonstrated in societies that have no verbal counting system, in human infants and even in monkeys. A new study reveals that a gift for more elaborate mathematics might also be linked to this evolutionarily ancient ability. Mathematically talented children, aged around 14 years, were found to perform ANS tasks more precisely than those less good with numbers, regardless of IQ or visual-spatial reasoning skills. This raises the question of whether a better background in mathematics has promoted better care at ANS tasks in those children, or whether early coaching in ANS might improve mathematical prowess.

Date: 2008
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DOI: 10.1038/nature07246

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