Estimating on the fly: The approximate number system in rufous hummingbirds (Selasphorus rufus).
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ABSTRACT:
SUBMITTER: Corliss M
PROVIDER: S-EPMC7979633 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Hummingbirds consume sugars from nectar, sap and honeydew, and obtain protein, fat and minerals from arthropods. To date, the identity of arthropod taxa in hummingbird diets has been investigated by observation of foraging or examination of alimentary tract contents. Direct examination of nestling provisioning adds the extra complication of disturbance to the young and mother. Here, we show that arthropod food items provisioned to Rufous hummingbird (Selasphorus rufus) nestlings can be identified by a safe and non-invasive protocol using next-generation sequencing (NGS) of DNA from nestling fecal pellets collected post-fledging. We found that females on southern Vancouver Island (British Columbia, Canada) provisioned nestlings with a wide range of arthropod taxa. The samples examined contained three Classes, eight Orders, 48 Families, and 87 Genera, with from one to 15 Families being identified in a single pellet. Soft-bodied Dipterans were found most frequently and had the highest relative abundance; hard-bodied prey items were absent from almost all samples. Substantial differences in taxa were found within season and between years, indicating the importance of multi-year sampling when defining a prey spectrum.
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Project description:Humans and nonhuman animals share an approximate number system (ANS) that permits estimation and rough calculation of quantities without symbols. Recent studies show a correlation between the acuity of the ANS and performance in symbolic math throughout development and into adulthood, which suggests that the ANS may serve as a cognitive foundation for the uniquely human capacity for symbolic math. Such a proposition leads to the untested prediction that training aimed at improving ANS performance will transfer to improvement in symbolic-math ability. In the two experiments reported here, we showed that ANS training on approximate addition and subtraction of arrays of dots selectively improved symbolic addition and subtraction. This finding strongly supports the hypothesis that complex math skills are fundamentally linked to rudimentary preverbal quantitative abilities and provides the first direct evidence that the ANS and symbolic math may be causally related. It also raises the possibility that interventions aimed at the ANS could benefit children and adults who struggle with math.
| S-EPMC3797151 | biostudies-literature
Project description:The approximate number system (ANS) is the hypothesized cognitive mechanism that allows adults, infants, and animals to enumerate large sets of items approximately. Researchers usually assess the ANS by having subjects compare two sets and indicate which is larger. Accuracy or Weber fraction is taken as an index of the acuity of the system. However, as Clayton et al. (2015) have highlighted, the stimulus parameters used when assessing the ANS vary widely. In particular, the numerical ratio between the pairs, and the way in which non-numerical features are varied often differ radically between studies. Recently, Clayton et al. (2015) found that accuracy measures derived from two commonly used stimulus sets are not significantly correlated. They argue that a lack of inter-test reliability threatens the validity of the ANS construct. Here we apply a recently developed modeling technique to the same data set. The model, by explicitly accounting for the effect of numerical ratio and non-numerical features, produces dependent measures that are less perturbed by stimulus protocol. Contrary to their conclusion we find a significant correlation in Weber fraction across the two stimulus sets. Nevertheless, in agreement with Clayton et al. (2015) we find that different protocols do indeed induce differences in numerical acuity and the degree of influence of non-numerical stimulus features. These findings highlight the need for a systematic investigation of how protocol idiosyncrasies affect ANS assessments.
| S-EPMC4781867 | biostudies-literature
Project description:The objective of this study was to investigate, using a brain measure of approximate number system (ANS) acuity, whether the precision of the ANS is crucial for the development of symbolic numerical abilities (i.e., scaffolding hypothesis) and/or whether the experience with symbolic number processing refines the ANS (i.e., refinement hypothesis). To this aim, 38 children solved a dot comparison task inside the scanner when they were approximately 10-years old (Time 1) and once again approximately 2 years later (Time 2). To study the scaffolding hypothesis, a regression analysis was carried out by entering ANS acuity at T1 as the predictor and symbolic math performance at T2 as the dependent measure. Symbolic math performance, visuospatial WM and full IQ (all at T1) were entered as covariates of no interest. In order to study the refinement hypothesis, the regression analysis included symbolic math performance at T1 as the predictor and ANS acuity at T2 as the dependent measure, while ANS acuity, visuospatial WM and full IQ (all at T1) were entered as covariates of no interest. Our results supported the refinement hypothesis, by finding that the higher the initial level of symbolic math performance, the greater the intraparietal sulcus activation was at T2 (i.e., more precise representation of quantity). To the best of our knowledge, our finding constitutes the first evidence showing that expertise in the manipulation of symbols, which is a cultural invention, has the power to refine the neural representation of quantity in the evolutionarily ancient, approximate system of quantity representation.
| S-EPMC6128731 | biostudies-literature
Project description:The approximate number system (ANS) subserves estimation of the number of items in a set. Typically, ANS function is assessed by requiring participants to compare the number of dots in two arrays. Accuracy is determined by the numerical ratio of the sets being compared, and each participant's Weber fraction (w) provides a quantitative index of ANS acuity. When making numerical comparisons, however, performance is also influenced by non-numerical features of the stimuli, such as the size and spacing of dots. Current models of numerosity comparison do not account for these effects and consequently lead to different estimates of w depending on the methods used to control for non-numerical features. Here we proffer a new model that teases apart the effects of ANS acuity from the effects of non-numerical stimulus features. The result is an estimate of w that is a more theoretically valid representation of numerical acuity and novel terms that denote the degree to which a participant's perception of number is affected by non-numerical features. We tested this model in a sample of 20 adults and found that, by correctly attributing errors due to non-numerical stimulus features, the w obtained was more reliable across different stimulus conditions. We found that although non-numerical features biased numerosity discriminations in all participants, number was the primary feature driving discriminations in most of them. Our findings support the idea that, while numerosity is a distinct visual quantity, the internal representation of number is tightly bound to the representation of other magnitudes. This tool for identifying the different effects of the numerical and non-numerical features of a stimulus has important implications not only for the behavioral investigation of the ANS, but also for the collection and analyses of neural data sets associated with ANS function.
| S-EPMC4831213 | biostudies-literature
Project description:The approximate number system (ANS) has been consistently found to be associated with math achievement. However, little is known about the interactions between the different instantiations of the ANS and in how many ways they are related to exact calculation. In a cross-sectional design, we investigated the relationship between three measures of ANS acuity (non-symbolic comparison, non-symbolic estimation and non-symbolic addition), their cross-sectional trajectories and specific contributions to exact calculation. Children with mathematical difficulties (MD) and typically achieving (TA) controls attending the first six years of formal schooling participated in the study. The MD group exhibited impairments in multiple instantiations of the ANS compared to their TA peers. The ANS acuity measured by all three tasks positively correlated with age in TA children, while no correlation was found between non-symbolic comparison and age in the MD group. The measures of ANS acuity significantly correlated with each other, reflecting at least in part a common numerosity code. Crucially, we found that non-symbolic estimation partially and non-symbolic addition fully mediated the effects of non-symbolic comparison in exact calculation.
| S-EPMC4237330 | biostudies-literature
Project description:The approximate number system (ANS) is an innate cognitive template that allows for the mental representation of approximate magnitude, and has been controversially linked to symbolic number knowledge and math ability. A series of recent studies found that an approximate arithmetic training (AAT) task that draws upon the ANS can improve math skills, which not only supports the existence of this link, but suggests it may be causal. However, no direct transfer effects to any measure of the ANS have yet been reported, calling into question the mechanisms by which math improvements may emerge. The present study investigated the effects of a 7-day AAT and successfully replicated previously reported transfer effects to math. Furthermore, our exploratory analyses provide preliminary evidence that certain ANS-related skills may also be susceptible to training. We conclude that AAT has reproducible effects on math performance, and provide avenues for future studies to further explore underlying mechanisms - specifically, the link between improvements in math and improvements in ANS skills.
| S-EPMC5874180 | biostudies-literature
Project description:The reintroduced red wolf (Canis rufus) population in northeastern North Carolina declined to 7 known wolves by October 2020, the majority of which is due to poaching (illegal killing), the major component of verified anthropogenic mortality in this and many other carnivore populations. Poaching is still not well understood and is often underestimated, partly as a result of cryptic poaching, when poachers conceal evidence. Cryptic poaching inhibits our understanding of the causes and consequences of anthropogenic mortality, which is important to conservation as it can inform us about future population patterns within changing political and human landscapes. We estimate risk for marked adult red wolves of 5 causes of death (COD: legal, nonhuman, unknown, vehicle and poached) and disappearance, describe variation in COD in relation to hunting season, and compare time to disappearance or death. We include unknown fates in our risk estimates. We found that anthropogenic COD accounted for 0.78-0.85 of 508 marked animals, including poaching and cryptic poaching, which we estimated at 0.51-0.64. Risk of poaching and disappearance was significantly higher during hunting season. Mean time from collaring until nonhuman COD averaged 376 days longer than time until poached and 642 days longer than time until disappearance. Our estimates of risk differed from prior published estimates, as expected by accounting for unknown fates explicitly. We quantify the effects on risk for three scenarios for unknown fates, which span conservative to most likely COD. Implementing proven practices that prevent poaching or hasten successful reintroduction may reverse the decline to extinction in the wild of this critically endangered population. Our findings add to a growing literature on endangered species protections and enhancing the science used to measure poaching worldwide.
| S-EPMC8099127 | biostudies-literature
Project description: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.
| S-EPMC4831828 | biostudies-literature
Project description:Much research has investigated the relationship between the Approximate Number System (ANS) and mathematical achievement, with continued debate surrounding the existence of such a link. The use of different stimulus displays may account for discrepancies in the findings. Indeed, closer scrutiny of the literature suggests that studies supporting a link between ANS acuity and mathematical achievement in adults have mostly measured the ANS using spatially intermixed displays (e.g. of blue and yellow dots), whereas those failing to replicate a link have primarily used spatially separated dot displays. The current study directly compared ANS acuity when using intermixed or separate dots, investigating how such methodological variation mediated the relationship between ANS acuity and mathematical achievement. ANS acuity was poorer and less reliable when measured with intermixed displays, with performance during both conditions related to inhibitory control. Crucially, mathematical achievement was significantly related to ANS accuracy difference (accuracy on congruent trials minus accuracy on incongruent trials) when measured with intermixed displays, but not with separate displays. The findings indicate that methodological variation affects ANS acuity outcomes, as well as the apparent relationship between the ANS and mathematical achievement. Moreover, the current study highlights the problem of low reliabilities of ANS measures. Further research is required to construct ANS measures with improved reliability, and to understand which processes may be responsible for the increased likelihood of finding a correlation between the ANS and mathematical achievement when using intermixed displays.
| S-EPMC4873147 | biostudies-literature