{"id":2293,"date":"2020-04-01T11:02:41","date_gmt":"2020-04-01T16:02:41","guid":{"rendered":"https:\/\/web.education.wisc.edu\/edneurolab\/?page_id=2293"},"modified":"2025-03-31T19:06:38","modified_gmt":"2025-04-01T00:06:38","slug":"publications","status":"publish","type":"page","link":"https:\/\/web.education.wisc.edu\/edneurolab\/?page_id=2293","title":{"rendered":"Numerical Cognition Selections"},"content":{"rendered":"<p><strong>Electronic versions are provided as a professional courtesy to ensure timely dissemination of academic work for individual, noncommercial purposes. Copyright and all rights therein reside with the respective copyright holders, as stated within each paper. These files may not be reposted without permission.<\/strong><\/p>\n<h3>Symbolic (Number) and Non-symbolic (Line and Circle) Fractions<\/h3>\n<p>Starling-Alves, I., Wronski, M.R. &amp; Hubbard, E.M. (2022). Math anxiety differentially impairs symbolic, but not nonsymbolic, fraction skills across development. <em>Annals of the New York Academy of Sciences<\/em> 1509(1):113-129. doi: 10.1111\/nyas.14715. Epub 2021 Nov 15.<\/p>\n<p>Hubbard, E.M. &amp; Matthews, P.G. (2021) Ratio-based perceptual foundations for rational numbers, and perhaps whole numbers, too? <em>Behavioral and Brain Sciences<\/em> 44:e192. doi: 10.1017\/S0140525X2100114X.<\/p>\n<p>Kalra, P.B., Hubbard, E.M. &amp; Matthews, P.G. (2020). Taking the relational structure of fractions seriously: Relational reasoning predicts fraction knowledge in elementary school children. <em>Contemporary Educational Psychology<\/em> 62:101896. doi: 10.1016\/j.cedpsych.2020.101896.<\/p>\n<p>Kalra, P.B., Binzak, J.V.<em>, <\/em>Matthews, P.G. &amp; Hubbard, E.M. (2020). Symbolic fractions elicit an analog magnitude representation in school-age children. <em>Journal of Experimental Child Psychology<\/em><\/p>\n<p>Binzak, J.V. &amp; Hubbard, E.M. (2020). No calculation necessary: Accessing rational magnitudes through fraction notation. <em>Cognition, 199:<\/em> 104219 org\/10.1016\/j.cognition.2020.104219<\/p>\n<p>Toomarian, E.Y.<em>, <\/em>Meng, R. &amp; Hubbard, E.M. (2019). <a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2019.00596\/abstract\">Individual differences in implicit and explicit spatial processing of fractions.<\/a>\u00a0<em>Frontiers in Psychology, <\/em>10:596. doi: 10.3389\/fpsyg.2019.00596<\/p>\n<ul>\n<li>This paper investigates how spatial representations of fractions relate to general fraction knowledge. The study has adult participants compare magnitudes of various fractions to 1\/2 in order to observe SNARC effects and compares these results to other mathematical tests, such as number line-estimation tasks. The results show that number-line estimation served as a better predictor of mathematical achievement than SNARC effects, suggesting that explicit spatial processing of fractions may be more efficient than implicit processing.<\/li>\n<\/ul>\n<p>Matthews PG &amp; Hubbard EM. (2016). <a href=\"https:\/\/web.education.wisc.edu\/edneurolab\/wp-content\/uploads\/sites\/58\/2016\/12\/MatthewsHubbard_JLD_Commentary_Preprint.pdf\">Making space for spatial proportions<\/a>. <em>Journal of Learning Disabilities<\/em>, DOI: 10.1177\/0022219416679133<\/p>\n<p>Matthews, P.M., Lewis, M.R. &amp; Hubbard, E.M. (2016). <a href=\"https:\/\/web.education.wisc.edu\/edneurolab\/wp-content\/uploads\/sites\/58\/2016\/01\/RatioProcessingPredicts_PrePrintVersion.pdf\">Individual differences in nonsymbolic ratio processing predict symbolic math performance<\/a>. <em>Psychological Science<\/em>, 27(2):191-202. doi:10.1177\/0956797615617799<\/p>\n<p>Lewis, M.R., Matthews, P.M. &amp; Hubbard, E.M. (2015). <a href=\"https:\/\/web.education.wisc.edu\/edneurolab\/wp-content\/uploads\/sites\/58\/2016\/01\/LewisMathewsHubbard_Final.pdf\">Neurocognitive Architectures and the Nonsymbolic Foundations of Fractions Understanding<\/a>. In D.B. Berch, D.C. Geary, and K.M. Koepke (Eds.) <em>Development of Mathematical Cognition-Neural Substrates and Genetic Influences<\/em>. (p. 141-160) Elsevier. ISBN: 978-0128018712.<\/p>\n<p>&nbsp;<\/p>\n<h3>Spatial-Numerical Associations<\/h3>\n<p>To hear more about the SNARC effect, and some of what previous research has demonstrated, you can listen to <a title=\"SNARC podcast\" href=\"https:\/\/web.education.wisc.edu\/edneurolab\/wp-content\/uploads\/sites\/58\/2014\/05\/snarc_podcast_trim.wav\" target=\"_blank\" rel=\"noopener noreferrer\">this podcast<\/a> by our own Liz Toomarian.<\/p>\n<p>Toomarian, E.Y. &amp; Hubbard, E.M. (2018). On the genesis of spatial-numerical associations: Evolutionary and cultural factors co-construct the mental number line. <em>Neuroscience and Biobehavioral Reviews, <\/em>90:184\u2013199 doi: 10.1016\/j.neubiorev.2018.04.010 [14]<\/p>\n<p>Viarouge, A., Hubbard, E.M,, &amp; Dehaene, S. (2014). <a title=\"The organization of spatial reference frames involved in the SNARC effect\" href=\"https:\/\/web.education.wisc.edu\/edneurolab\/wp-content\/uploads\/sites\/58\/2014\/03\/Viarouge_QJEP141.pdf\">The organization of spatial reference frames involved in the SNARC effect.<\/a> <i>Quarterly Journal of Experimental Psychology.\u00a0<\/i>67(8):1484-1499 (DOI:10.1080\/17470218.2014.897358)<\/p>\n<p>Viarouge, A., Hubbard, E.M. &amp; McCandliss, B.D. (2014). <a title=\"The cognitive mechanisms of the SNARC effect: An individual differences approach\" href=\"https:\/\/web.education.wisc.edu\/edneurolab\/wp-content\/uploads\/sites\/58\/2014\/04\/Viarouge_PLOSOne14.pdf\">The cognitive mechanisms of the SNARC effect: An individual differences approach.<\/a> <em>PLOS One<\/em>. 9(4): e95756 (doi: 10.1371\/journal.pone.0095756).<\/p>\n<p>&nbsp;<\/p>\n<h3>The Symbol-Grounding Problem<\/h3>\n<p>Hubbard, E.M., Diester, I., Cantlon, J.F., Ansari, D., van Opstal, F. &amp; Troiani, V. (2008). <a title=\"The evolution of numerical cognition: from number neurons to linguistic quantifiers\" href=\"http:\/\/www.jneurosci.org\/content\/28\/46\/11819.full.pdf\">The evolution of numerical cognition: from number neurons to linguistic quantifiers<\/a>. <em>Journal of Neuroscience<\/em>, 28(46):11819\u201311824 (doi:10.1523\/jneurosci.3808-08.2008).<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Electronic versions are provided as a professional courtesy to ensure timely dissemination of academic work for individual, noncommercial purposes. Copyright and all rights therein reside with the respective copyright holders, as stated within each paper. These files may not be reposted without permission. Symbolic (Number) and Non-symbolic (Line and Circle) Fractions Starling-Alves, I., Wronski, M.R. [&hellip;]<\/p>\n","protected":false},"author":220,"featured_media":0,"parent":1539,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-2293","page","type-page","status-publish","hentry"],"jetpack_likes_enabled":true,"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/web.education.wisc.edu\/edneurolab\/index.php?rest_route=\/wp\/v2\/pages\/2293","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.education.wisc.edu\/edneurolab\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.education.wisc.edu\/edneurolab\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.education.wisc.edu\/edneurolab\/index.php?rest_route=\/wp\/v2\/users\/220"}],"replies":[{"embeddable":true,"href":"https:\/\/web.education.wisc.edu\/edneurolab\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=2293"}],"version-history":[{"count":0,"href":"https:\/\/web.education.wisc.edu\/edneurolab\/index.php?rest_route=\/wp\/v2\/pages\/2293\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/web.education.wisc.edu\/edneurolab\/index.php?rest_route=\/wp\/v2\/pages\/1539"}],"wp:attachment":[{"href":"https:\/\/web.education.wisc.edu\/edneurolab\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2293"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}