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Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers.

ABSTRACT: Human mathematical abilities comprise both learned, symbolic representations of number and unlearned, non-symbolic evolutionarily primitive cognitive systems for representing quantities. However, the mechanisms by which our symbolic (verbal) number system becomes integrated with the non-symbolic (non-verbal) representations of approximate magnitude (supported by the Approximate Number System, or ANS) are not well understood. To explore this connection, forty-six children participated in a 6-month longitudinal study assessing verbal number knowledge and non-verbal numerical acuity. Cross-sectional analyses revealed a strong relationship between verbal number knowledge and ANS acuity. Longitudinal analyses suggested that increases in ANS acuity were most strongly related to the acquisition of the cardinal principle, but not to other milestones of verbal number acquisition. These findings suggest that experience with culture and language is intimately linked to changes in the properties of a core cognitive system.

SUBMITTER: Shusterman A

PROVIDER: S-EPMC4831828 | biostudies-literature | 2016

REPOSITORIES: biostudies-literature

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Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers.

Shusterman Anna A Slusser Emily E Halberda Justin J Odic Darko D

PloS one 20160414 4

Human mathematical abilities comprise both learned, symbolic representations of number and unlearned, non-symbolic evolutionarily primitive cognitive systems for representing quantities. However, the mechanisms by which our symbolic (verbal) number system becomes integrated with the non-symbolic (non-verbal) representations of approximate magnitude (supported by the Approximate Number System, or ANS) are not well understood. To explore this connection, forty-six children participated in a 6-mont ...[more]

PMID: 27078257

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Project description:PurposeTo evaluate the relationship of anisometropia with unilateral amblyopia, interocular acuity difference (IAD), and stereoacuity among Head Start preschoolers using both clinical notation and vector notation analyses.DesignMulticenter, cross-sectional study.ParticipantsThree- to 5-year-old participants in the Vision in Preschoolers (VIP) study (n = 4040).MethodsSecondary analysis of VIP data from participants who underwent comprehensive eye examinations, including monocular visual acuity testing, stereoacuity testing, and cycloplegic refraction. Visual acuity was retested with full cycloplegic correction when retest criteria were met. Unilateral amblyopia was defined as IAD of 2 lines or more in logarithm of the minimum angle of resolution (logMAR) units. Anisometropia was defined as a 0.25-diopter (D) or more difference in spherical equivalent (SE) or in cylinder power and 2 approaches using power vector notation. The percentage with unilateral amblyopia, mean IAD, and mean stereoacuity were compared between anisometropic and isometropic children.Main outcomes measuresThe percentage with unilateral amblyopia, mean IAD, and mean stereoacuity.ResultsCompared with isometropic children, anisometropic children had a higher percentage of unilateral amblyopia (8% vs. 2%), larger mean IAD (0.07 vs. 0.05 logMAR), and worse mean stereoacuity (145 vs. 117 arc sec; all P<0.0001). Larger amounts of anisometropia were associated with higher percentages of unilateral amblyopia, larger IAD, and worse stereoacuity (P<0.001 for trend). The percentage of unilateral amblyopia increased significantly with SE anisometropia of more than 0.5 D, cylindrical anisometropia of more than 0.25 D, vertical and horizontal meridian (J0) or oblique meridian (J45) of more than 0.125 D, or vector dioptric distance of more than 0.35 D (all P<0.001). Vector dioptric distance had greater ability to detect unilateral amblyopia than cylinder, SE, J0, or J45 (P<0.001).ConclusionsThe presence and amount of anisometropia were associated with the presence of unilateral amblyopia, larger IAD, and worse stereoacuity. The threshold level of anisometropia at which unilateral amblyopia became significant was lower than current guidelines. Vector dioptric distance is more accurate than spherical equivalent anisometropia or cylindrical anisometropia in identifying preschoolers with unilateral amblyopia.

Dataset Information

Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers.

Publications

Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers.

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